المعيقات التي تواجه معلمي المرحلة الأساسية في تطبيق الواقع المعزز في العملية التعليمية التعلمية
The study aimed to identify the obstacles facing elementary school teachers in applying augmented reality in the educational process. The researcher adopted the descriptive-analytical methodology, utilizing a questionnaire as the study tool. The study sample consisted of 115 male and female teachers in government schools affiliated with the Directorate of Education in Qasabat Al-Mafraq during the academic year 2023-2024. The results indicated that: 1) The degree of obstacles facing elementary school teachers in applying augmented reality in the educational process was high. Material obstacles ranked first, followed by human obstacles, then social obstacles, and lastly technical and technological obstacles. 2) No statistically significant differences at a significance level (α = 0.05) in the responses of the sample individuals regarding the obstacles to the application of augmented reality in the educational process, including technical and technological obstacles, human obstacles, material obstacles, and social obstacles. However, there were statistically significant differences attributed to the variable of years of experience, favoring those with more than 10 years of experience. Based on the study results, the researcher presented a set of recommendations, emphasizing the necessity of developing advanced and inspiring educational resources based on augmented reality technologies to enrich the teaching process and stimulate students' participation and deep understanding. The researcher also recommended organizing workshops and training courses for teachers and administrators to increase their awareness of the advantages and applications of augmented reality through hosting awareness lectures and exchanging successful experiences.(Author's abstract)