Employing Technology Acceptance Model to Assess the Reality of Using Augmented Reality Applications in Teaching from Teachers’ Point of View in Najran

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Mohamed Mefareh Asiri, Said Abdelmawgoud El aasar


The effective use of augmented reality applications is related to teachers’ perceptions and realization of their expected benefits. The technology acceptance model is one of the models that has proven effective in predicting the factors that can negatively or positively influence the effectiveness of technology and the user’s realization of its usefulness and acceptance in use. Therefore, the current study aimed to take advantage of this model in revealing teachers’ perceptions of the expected benefits of augmented reality applications and their level of acceptance to be employed in teaching. The study employed the descriptive approach. A six-dimensional scale was designed in light of the components of the model and then was applied to a sample of (127) male and female teachers in Najran. The results of the study revealed a strong positive correlation between ease of use, attitude towards using augmented reality in teaching, and perceived benefit. Also, a positive correlation was shown between the perceived benefit, attitude towards use, and intentions to use augmented reality applications in teaching. In addition, there was a weak positive correlation between ease of use and both the facilitating conditions and intention to use, however, a weak negative correlation between the expected benefit and both anxiety and facilitating conditions was found. Finally, the moderately predictive ability of perceived usefulness and ease of use in predicting the attitudes towards use and intentions of use was revealed whereas a weak predictive ability to predict perceived usefulness through anxiety, facilitating conditions, and expected usability was shown.

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