{"title":"Exploring teachers’ intention to integrate technology: a comparison between online- and AR/VR-based instruction","authors":"Yujung Ko, W. Shin","doi":"10.1080/1475939X.2023.2237037","DOIUrl":null,"url":null,"abstract":"ABSTRACT The present study compared teachers’ acceptance of online and augmented reality (AR)/virtual reality (VR) technology in instruction, employing an extended technology acceptance model (eTAM). The authors included four influencing factors for teachers’ technology integration (teachers’ technological pedagogical and content knowledge [TPACK], self-efficacy, constructivist beliefs and motivational support) and investigated their impact on teachers’ acceptance of online- and AR/VR-based instruction. The results confirmed that self-efficacy and motivational support impacted perceived ease of use for both technologies. The most salient difference when comparing influencing factors was that constructivist beliefs influenced perceived usefulness in online-based instruction, whereas TPACK did in AR/VR-based instruction.","PeriodicalId":46992,"journal":{"name":"Technology Pedagogy and Education","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Technology Pedagogy and Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1475939X.2023.2237037","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT The present study compared teachers’ acceptance of online and augmented reality (AR)/virtual reality (VR) technology in instruction, employing an extended technology acceptance model (eTAM). The authors included four influencing factors for teachers’ technology integration (teachers’ technological pedagogical and content knowledge [TPACK], self-efficacy, constructivist beliefs and motivational support) and investigated their impact on teachers’ acceptance of online- and AR/VR-based instruction. The results confirmed that self-efficacy and motivational support impacted perceived ease of use for both technologies. The most salient difference when comparing influencing factors was that constructivist beliefs influenced perceived usefulness in online-based instruction, whereas TPACK did in AR/VR-based instruction.