Augmented Reality in Psychology education: A phenomenological study on the views of university students

This research used a qualitative (phenomenological) design to examine university pupils’ views on augmented reality (AR) applications in psychology courses. The participants in the study were 110 pupils studying at Near East University. The group was determined using criterion sampling technique, which is a purposive sampling method. The data were collected through semi-structured interviews and examined using descriptive analysis. The obtained findings show that the students generally view the integration of AR applications into psychology courses positively. The participants emphasized that AR especially concretizes abstract concepts, individualizes learning, and offers an interactive environment by increasing motivation. On the other hand, technical deficiencies, hardware constraints, usage difficulties, lack of direction, and time management issues were indicated. According to these results, it is recommended that teaching design should be reinforced and user-friendly applications should be developed so that AR technology can be more effectively used in psychology education. In addition, further research has to be conducted with mixed methods so as to improve the generalizibility of data.