Exploring in-Service Teachers' Acceptance of Augmented Reality

Abstract

Augmented reality (AR) is an emerging technology that has been shown to have positive impact on the cognitive and affective learning outcomes for students of all grades. However, the use of AR has been limited to self-study space in India and not percolated into school classrooms. A precondition for this to happen is teacher acceptance of AR as a teaching resource. In this paper, we report a pilot study done with six secondary school teachers to test their acceptance of AR through semi-structured interviews. These interviews explored teachers' AR acceptance, based on the three core constructs of the Technology Acceptance Model (TAM2) – perceived usefulness, perceived ease of use and behavioral intention to use. Thematic analysis of interviews show teachers have positive acceptance for AR. The analysis also throws light on two additional contextual factors that govern teachers' intention to use and the type of teacher support needed for effective integration of AR in school education in India. The findings of this paper will be of interest to AR researchers and learning solutions companies.