Facilitating Condition, Effort Expectancy, and Behavioral Intention to the Use of Augmented Reality Application in Teaching Primary Grades

Abstract

This research investigates the potential of augmented reality applications in teaching primary grades. This research aims to discuss the facilitating condition, effort expectancy, and behavioral intention to use augmented reality in teaching primary grades guided with the Theory of Acceptance and Use of Technology (UTAUT). The researchers utilized a non-experimental quantitative using a description correlational approach with regression analysis. A sample of 100 participants was chosen through a simple random sampling technique. Study reveals a high level of effort expectancy, facilitating conditions, and behavioral intention to use AR Applications in teaching primary grades, while also indicating a significant relationship between effort expectancy and behavioral intention to use augmented reality applications and a significant relationship between facilitating conditions and behavioral intention to use augmented reality applications in teaching primary grades. Moreover, the study shows that facilitating conditions do not significantly influence the behavioral intention to use augmented reality applications in teaching primary grades. Augmented reality applications hold significant potential in making learning more engaging and interesting. Lastly, Augmented reality holds promising potential for enhancing educational experiences, particularly in primary education, yet the factors influencing its successful integration remain understudied. Developers and educators may aim to create and implement Augmented Reality Applications that are accessible, intuitive, and align with teachers' existing workflows to increase the likelihood of successful integration into primary grade teaching.