Augmented Reality and Virtual Reality for Learning: An Examination Using an Extended Technology Acceptance Model

Abstract

As the educational possibilities of AR (Augmented Reality) and VR (Virtual Reality) are getting more attention, understanding teachers' readiness to integrate new technologies for instruction would help researchers and practitioners to plan how to support them. In this regard, the present study explores teachers' willingness to integrate AR and VR technologies for teaching and learning practices. Employing an extended Technology Acceptance Model (eTAM), this study investigated whether technological pedagogical and content knowledge (TPACK), social norm (SN), and motivational support (MS) for teachers influence teachers' intention to use the technologies. Analysis from 292 in-service teacher responses supported all of the eight hypotheses formulated in the study. TPACK was found to have a significant influence on perceived usefulness (PU) and perceived ease of use (PEU) while SN influenced PU. In addition, MS was found to have an influence on PEU, which ultimately affects attitudes toward technology use (ATU) and then behavioral intention (BI). The results imply the importance of providing technology professional development (PD) and support for teachers to promote the use of AR and VR in classrooms.

Mixed, Augmented and Virtual, Reality Applied to the Teaching of Mathematics for Architects

“…Moreover, as it also happened in other works [29], the technology acceptance model designed by Davis [28] has proved effective in knowing the degree of acceptance of MR technology, and provided a reference to know the future intention to use any technology. Our work supports other previous studies where the TAM model proved effective to assess technological acceptance in addition to comparing results by gender [53], to measure the level of personalization perceived [35] or the intention [54]. It is additionally worth highlighting the proposal made by [55] from their study based on an empirical methodology referred to as the so-called "technological niche".…”

The Study of AR-Based Learning for Natural Science Inquiry Activities in Taiwan’s Elementary School from the Perspective of Sustainable Development

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Computer Vision Meets Image Processing and UAS PhotoGrammetric Data Integration: From HBIM to the eXtended Reality Project of Arco della Pace in Milan and Its Decorative Complexity

“…For this reason, the authors’ research in recent years has focused on the definition of workflows capable of representing historic buildings characterised by high levels of detail and information. The definition of these methods also required an in-depth study of computer programming, through which it was possible to develop not only sustainable application methods but digital tools capable of improving the level of automation of the scan-to-BIM process [ 47 , 48 , 49 ]. Thanks to previous studies, the case study of the Arco della Pace monument, its architectural, cultural, historical, and artistic complexities, have laid the foundations for proposing a method capable of going beyond what is defined today in the international panorama of digital cultural heritage [ 50 , 51 , 52 ].…”