The integration of mobile augmented reality technology (MART) into the education system since the last two decades have brought to the topic of discussion among many scholars. Although numerous studies have highlighted its huge potentials and benefits toward both teacher's and students' teaching and learning process, several researchers reported that teachers’ readiness to integrate mobile augmented reality technology is still uncertain. Given the importance and consideration of research that has been undertaken, the present study was set to examine the Malaysian pre-service teachers’ readiness toward integrating MART into their learning and future teaching process. The Technology Acceptance Model (TAM) was adapted as the theoretical grounding of the study in explaining and predicting pre-service teachers’ decision to integrate mobile augmented reality technology. Data of the study was gathered from 303 Malaysian pre-service teachers and were analysed using the descriptive analysis of SPSS and Partial Least Square (PLS) of Structural Equation Modelling (SEM). Findings from the study demonstrate that pre-service teachers’ readiness to integrate MART is at a moderate level. The study also suggested that pre-service teachers’ perceived usefulness has the most significant direct effect on their decision to integrate MART. On the basis of these findings a purpose model is developed, and implications of theory development, practices, and policymaking are discussed in this paper.

Augmented reality (AR) is one type of learning process that can be applied through mobile learning known as mobile augmented reality. AR offers an innovative learning space through an active interaction of superimposing digital contents into the real context to enhance learning experiences. Previous studies have found that AR in education is able to lead students to achieve higher levels of engagement in the learning process. In contrast, the potential of AR in education has not been explored intensively. Therefore, this article is to look into factors that might influence pre-service teachers' use behaviour of Mobile Augmented Reality Learning Cardiovascular (MARLCardio). A self-designed MARLCardio app has been used as an experimental instrument in collecting data. The influencing factors towards use behaviour of MARLCardio are performance expectancy, effort expectancy, social influence and facilitating conditions. This study is a part of an on-going research. In this study, a total of 75 respondents used MARLCardio app before answering a survey questionnaire. The respondents were pre-service teachers at one public university in Malaysia. All data from the questionnaire were analysed using multiple regression analysis. As a result of this investigation, findings showed that effort expectancy is the dominant factor in determining the use behaviour of MARLCardio. Interestingly, performance expectancy did not show any significant relationship. KEYWORDS: Augmented Reality, Mobile Augmented Reality, UTAUT Model, Technology Adoption Model, Use Behaviour

As a subject that emphasizes on creativity, innovation and critical thinking, Visual Art Education (VAE) teachers were urged to utilize the full potential of Information and Communication Technology (ICT). Despite numerous literatures that highlighted benefits of ICT, VAE teachers were found not serious toward integrating ICT. This study was carried out to determined Malaysian VAE teachers’ attitudes and beliefs and their level of confidence toward incorporating ICT into art classrooms. Moreover, this study explored teachers’ specific approach of ICT and factors that influence their integration of ICT into art classrooms. The participants of this study were eighteen VAE teachers from three-selected secondary school in the state of Selangor, Malaysia. Data for the study was gathered by face-to-face interviews. The findings of the study indicated that Malaysian VAE teachers were still at moderate levels of ICT integration. At the mean time, the support from school administrator and continues professional development were two main factors that contribute towards successful ICT integration. In light of the published research on the integration of ICT in the VAE subject area, the findings of this study will contribute towards guiding school organization, teachers training institutions and the Ministry of Education toward establishing a standard for successful ICT integration, especially in the context of the VAE.

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