Chinese K-12 Teachers’ Acceptance of Augmented Reality based on Technology Acceptance Model

As the means to display abstract concepts and provide interactive experience, augmented reality (AR) has shown unparalleled superiority in educational domain. A sample of 213 Chinese K-12 teachers participated in our study. The results show that: 1. The external environment, self-efficacy, perceived usefulness, and perceived ease of use directly affect the teachers’ intention to use AR; 2. System characteristics indirectly affect the teachers’ intention to use AR through intermediary variables. 3. Perceived ease of use indirectly affects the teachers’ intention to use AR by affecting perceived usefulness and self-efficacy. The research has certain theoretical significance for AR application in teaching.