Attitudes toward augmented reality technologies and spatial intelligence among gifted students

This study employed a survey model to examine the relationship between gifted middle school students’ attitudes toward Augmented Reality (AR) technologies and their spatial intelligence, and to determine whether these variables differ according to gender, daily technology use, and parents’ educational levels. The sample consisted of 72 gifted middle school students. The findings showed that students have high levels of both attitudes toward AR technologies and spatial intelligence. A statistically significant relationship was found between spatial intelligence and AR use satisfaction. Independent samples t-tests revealed significant differences in attitudes toward AR technologies, particularly in AR use intention, satisfaction, and anxiety, across class levels and daily technology use groups. The results suggest that integrating AR technologies into educational environments may support spatial skill development and enrich learning experiences for gifted learners.