إتجاهات معلمي اللغة الفرنسية بالمدارس الدولية (المرحلة الثانوية) في منطقة الرياض نحو استخدام تطبيقات الواقع المعزز المدعم بالذكاء الاصطناعي في العملية التعليمية
The research aims to explore the attitudes of Teachers in International Schools (High School) in the Riyadh region towards employing AI-powered augmented reality applications to help this group of students overcome challenges related to learning difficulties in French. The study also investigates the use of these technologies to improve learning through the integration of augmented reality with artificial intelligence. This is achieved by gathering teachers' perspectives in the field regarding learners' behavior, improving learning outcomes, theoretical views on assistive learning technologies, identifying and adapting to students' emotional states, and the social and cultural practices related to using assistive technologies. To achieve the research objectives, the descriptive-analytical method was employed, using a questionnaire applied to a sample of 103 French language teachers in secondary international schools in Saudi Arabia. After analyzing and statistically processing the data, the results indicated that the participants agreed on the high potential of AI-powered augmented reality applications in providing engaging enrichment content and creating an innovative learning environment. These applications were also found to enhance student attention during lessons and cater to different learning styles. However, the main obstacles to their use in education were identified as the need for technical guidance and requirements that may not be available in schools, as well as their unsuitability for students who do not own mobile devices and their incompatibility with certain curricula. (Published abstract)