CASE STUDY Affordances of augmented reality technology for science education: Views of secondary school students and science teachers Faruk Arici 1,2 | Rabia M. Yilmaz 3 | Mehmet Yilmaz 1 1 Department of Science Teaching, K.K. Education Faculty, Ataturk University, Erzurum, Turkey 2 Teacher in Republic of Turkey Ministry of National Education, Erzurum, Turkey 3 Department of Software Engineering, Engineering Faculty, Ataturk University, Erzurum, Turkey Correspondence Rabia M. Yilmaz, Department of Software Engineering, Engineering Faculty, Ataturk University, 25240 Erzurum, Turkey. Email: rkufrevi@atauni.edu.tr; rabia.kufrevi@ gmail.com Abstract Using augmented reality (AR) in science education is one of the popular topics that have been researched in recent years. However, more qualitative studies are needed as the contributions of using AR in science education to the learning experience and knowledge construction can be better understood through qualitative research. Therefore, it is important to examine the opinions of teachers and students using AR on their experiences. This study aims to reveal their views on AR technology in terms of their perceived learning, interest, attitude, and experience. A case study design was employed. The research was conducted with 40 students in 5th, 6th, 7th, and 8th grades in a secondary school and 10 science teachers. In the research, the SPACE 4D application was used for 3 weeks within the scope of “Sun, Earth, and Moon”, “Solar System and Eclipses,” and “Solar System and Beyond” subjects. The interviews were held with all participants after the 12-h lesson. Students stated that AR increases their interest and motivation, facilitates learning, and prevents boredom. In addition, teachers stated that AR increases attention, the permanence of knowledge and curiosity, as well as concretizes the abstract concepts and is useful. In this regard, this technology can be used in science lessons to motivate students to the lesson, to help students overcome their prejudices, to change students' attitudes, and to pro- vide more effective results. KEYWORDS augmented reality, science teaching, secondary school, student–teacher views 1 | INTRODUCTION The newest and most popular technologies are used in science classes to address current problems (C. M. Chen & Tsai, 2012; T. C. Lin et al., 2014; T. J. Lin et al., 2019; Tsai & Wen, 2005), since the purpose of science changes according to the expectations of science educa- tion, years and social needs (DeBoer, 2000). One of the prominent applications as a new technology in educational environments in recent years is augmented reality (AR). AR is a technology that ensures the interaction between real and virtual objects in real-time, combines virtual, and real words objects, and where virtual objects that appear to coexist in the same environment as real objects supple- ment each other (R. T. Azuma, 1997). AR applications can be used by combining virtual objects that do not exist in a real environment with real objects. AR is used in many fields such as education, architecture, medicine, advertising, with many technologies such as glasses, desk- top computers, tablet computers, mobile phones, and other wearable technologies (R. Azuma et al., 2001). New teaching and learning possi- bilities that AR technology provides are becoming more recognized by researchers of education (Wu et al., 2013). AR, which is thought to contribute to today's learning environments (Johnson et al., 2014; Özdemir, 2017), has a great potential for being one of the innovative Received: 21 July 2021 Accepted: 11 October 2021 DOI: 10.1002/hbe2.310 Hum Behav & Emerg Tech. 2021;1–19. wileyonlinelibrary.com/journal/hbe2 © 2021 Wiley Periodicals LLC. 1