Factors Influencing the Acceptance of Augmented Reality in Education: A Review of the Literature

Abstract

This paper presents a review of user expectation towards Augmented Reality (AR) and the acceptance of AR for technologyenhanced teaching and learning. Augmented Reality is a technology that superimposes a computer-generated image over a user's view of the real world, thus providing a composite view. This technology has been used in many fields such as marketing, military, entertainment and many other sectors. Studies have found that AR technology can enhance teaching and learning, however more research still needs to be conducted about the acceptance of AR as a learning tool and what users in education expect from the technology. An understanding of the user expectation is one of the key foundations towards establishing better-designed AR systems and applications that will result in more acceptance of this technology. To help with this, this paper reviews previous research on user expectations of AR in education and its acceptance.

Augmented Reality in Lower Secondary Education: A Teacher Professional Development Program in Cyprus and Greece

“…Many studies have highlighted the potentiality of AR technology in secondary education, as well as the fact that there is an increased interest and a need for further research in this field [23,26,27]. The provision of high quality pre-service and in-service teacher training that will equip teachers with the required knowledge and skills to effectively apply AR into teaching and learning is of utmost importance to research efforts in this field [31]. One innovative aspect of this research is the fact that teachers were encouraged to apply AR technologies using interdisciplinary approaches, instead of focusing on their individual subjects.…”

“…Referring to the RQ1 "Which factors influence the level of technology acceptance (AR) by teachers in their instructional approaches within a STEM-related course? ", and taking into consideration the research of Dalim et al [31], the factors mentioned in Table 4 have been highlighted in this research as influencing to some extent the acceptance of AR technology by teachers within the educational process. In Table 4, these factors are listed along with some comments regarding the teachers' statements which led to the prominence of the specific factors.…”

“…As Dalim et al [31] mentioned, there are also other factors that could affect AR acceptance, such as parents' involvement and students' background. However, this study focuses on the teachers' perspective.…”

“…There is an increased interest towards this field, however, due to the novelty of the technologies, research concerning augmented reality integration into teaching and learning is still relatively small in scale but with strong potentials [23,25,27]. Some studies have identified specific factors that may affect the acceptance of AR technology in education, such as curriculum, stability of the interaction, self-learning capability, parents' involvement, students' background, platform, and social factors [30][31][32]. The provision of high quality pre-service and in-service teacher training that will equip teachers with the required knowledge and skills to effectively apply AR into teaching and learning is of utmost importance to research efforts in this field [33].…”

Augmented Reality in Teaching Descriptive Geometry, Engineering and Computer Graphics – Systematic Review and Results of the Russian Teachers’ Experience

“…3 / 17 driven largely by specific technical innovations and constraints, often lacking a clear focus on establishing their efficacy in educational contexts (Lindgren & Johnson-Glenberg, 2013). Research is needed to ensure continuous enhancement of the implementation of this technology in the educational sector (Dalim et al, 2017).…”