Abstract
ABSTRACT The present study compared teachers’ acceptance of online and augmented reality (AR)/virtual reality (VR) technology in instruction, employing an extended technology acceptance model (eTAM). The authors included four influencing factors for teachers’ technology integration (teachers’ technological pedagogical and content knowledge [TPACK], self-efficacy, constructivist beliefs and motivational support) and investigated their impact on teachers’ acceptance of online- and AR/VR-based instruction. The results confirmed that self-efficacy and motivational support impacted perceived ease of use for both technologies. The most salient difference when comparing influencing factors was that constructivist beliefs influenced perceived usefulness in online-based instruction, whereas TPACK did in AR/VR-based instruction.
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