Examining Saudi’s secondary school teachers’ acceptance of augmented reality technology

Abstract EN

This study aimed to investigate teachers’ behavioral intention to adopt and use augmented reality (AR) in Saudi Arabia.

Based on the Technology Acceptance Model (TAM), a sample of 188 secondary school teachers from 14 central city boys’ public secondary schools in Abha City, participated in the study.

A composite model including five constructs, namely, perceived usefulness, ease of use, attitudes towards use, intention to use, and perceived enjoyment, was formed and tested.

The study results confirmed the acceptability of the model to explain teachers’ acceptance of AR.

Further, the results pointed out that the intention to use AR is determined by perceived usefulness and attitude towards using, were structured elements of AR.

It is also shown that the teachers’ attitudes towards using AR is determined by perceived usefulness and perceived enjoyment but is not determined by perceived ease-of-use.

In the past, there were few AR-related studies that investigated the relationships between the construct of perceived enjoyment and other constructs in Davis’s (1989) TAM.

Thus, the findings in the present study provide a reference for future TAM and AR-related studies.

Implications for teachers and researchers were established from the findings.

In the context of AR, some suggestions to improve current practice were also suggested.