Teachers’ Attitudes and Technology Acceptance Towards AR Apps for Teaching and Learning

Abstract

Teacher attitudes and technology acceptance towards Augmented Reality (AR) are important constructs because their development has an impact on the teachers’ use of AR applications in classroom practice. The present study focusses on these two constructs and analyses them from a theoretical and empirical perspective. In this context, results from a pre-test from the European H2020 project ARETE are introduced. In this study, n=129 teachers from 13 countries responded to an online survey which included questions on demographic data as well as two scales to measure teacher attitudes towards AR and teacher technology acceptance towards AR. The results show a mostly highly motivated sample and very positive attitudes towards AR among the participating teachers. An analysis of correlations and predictors was performed by calculating the Pearson Correlation coefficient and a regression analysis, which indicated that teacher attitudes and technology acceptance towards AR are highly correlated. Additionally, the teachers’ previous experience with AR and, in case of technology acceptance, the self-assessed expertise in using digital media for teaching and learning are significant predictors for the two constructs in question.