Investigating the Mobile Augmented Reality Acceptance Model with Pre-Service Teachers

Mikropoulos, Tassos A.; Delimitros, Michael; Koutromanos, George

doi:10.23919/ilrn55037.2022.9815972

Cited by 14 publications

(14 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most studies in the area of mobile AR have found that perceived ease of use and perceived usefulness have a significant impact on the behavioral intention to use (Ghobadi et al, 2023;Guest et al, 2018). Studies on student teachers' intention to use mobile AR also confirm this finding (Ateş & Garzón, 2022;Faqih & Jaradat, 2021;Ibili et al, 2019;Mikropoulos et al, 2022;Ning et al, 2019). Therefore, we hypothesize that: H1.…”

Section: Perceived Ease Of Use and Perceived Usefulnesssupporting

confidence: 57%

“…Studies indicated that the perception of enjoyment can positively and significantly affect the intention to use augmented reality (Cabero-Almenara et al, 2019;Pombo & Marques, 2020). Moreover, studies with student teachers also confirmed the positive influence of enjoyment on the behavioral intention to use mobile augmented reality (Mikropoulos et al, 2022;Rauschnabel et al, 2017). If educators feel that using mobile AR in their classes is enjoyable they are more likely to use it.…”

Section: Enjoymentmentioning

confidence: 88%

“…For example, social influence, effort expectancy, performance expectancy and facilitating conditions are four of these variables that have been introduced through the Unified Theory of Acceptance and Use of Technology (UTAUT) model (Venkatesh et al, 2003), a major successor of TAM. The aforementioned four variables have been found to influence pre-service teachers use behaviour of mobile augmented reality in a number of studies (Ateş & Garzón, 2023;Mikropoulos et al, 2022;Ning et al, 2019).…”

Section: Background -Literature Reviewmentioning

confidence: 99%

“…Another important predictor of teachers' intention to use mobile AR is self-efficacy (Karacan & Polat, 2022;Koutromanos & Mikropoulos, 2021). Mikropoulos et al (2022), in a study on pre-service teachers' intention to use mobile AR in their future teaching, provided evidence for the predictive power of mobile self-efficacy on perceived ease of use. Finally, there exists a small number of studies that have enhanced their suggested models by including education-related variables, such as instructors' technological and pedagogical knowledge (Jang et al, 2021).…”

Section: Background -Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Factors influencing student teachers’ intention to use mobile augmented reality in primary science teaching

Nikou

2024

Educ Inf Technol

View full text Add to dashboard Cite

Thanks to the advancement of mobile technologies, Augmented Reality (AR) has become broadly accessible through mobile devices such as smartphones and tablets. Mobile Augmented Reality can benefit science education in a variety of ways. However, except from some sporadic experimental cases, it is rather rarely employed by teachers and has not yet been fully introduced in education. Moreover, little research exists about the adoption behavior of mobile AR by pre-service teachers. Against this background, the current study proposes and validates an integrated adoption model to explain and predict the factors that significantly influence student teachers’ intentions to use mobile AR in teaching primary science. The study also introduces two new constructs, Perceived Immersion and Perceived Educational Value in the context of mobile AR. Eighty-nine undergraduate pre-service primary school teachers participated in a mobile augmented reality workshop creating mobile augmented reality experiences for teaching physics to primary school pupils. Following that, student teachers answered an online survey. The quantitative survey data was analysed using structural equation modelling. The study confirmed the proposed model explaining and predicting approximately 72% of the variance of student teachers’ Behavioral Intention to Use mobile AR to teach primary science. Perceived Immersion and Perceived Educational Value significantly influence Behavioral Intention to Use after being mediated by Perceived Usefulness. The study offers insight into the factors influencing pre-service primary teachers’ intentions to utilise mobile augmented reality (AR) in their future lessons, which is relevant given the growing interest in utilising these technologies in education. Implications are discussed.

show abstract

Section: Perceived Ease Of Use and Perceived Usefulnesssupporting

confidence: 57%

Section: Enjoymentmentioning

confidence: 88%

Section: Background -Literature Reviewmentioning

confidence: 99%

Section: Background -Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Factors influencing student teachers’ intention to use mobile augmented reality in primary science teaching

Nikou

2024

Educ Inf Technol

View full text Add to dashboard Cite

show abstract

“…To address the above limitations, and to better understand MAR acceptance in schools in the future, we propose a new model called the Model of Augmented Reality Acceptance (MΑRAM) (Koutromanos & Mikropoulos, 2021;Mikropoulos et al, 2022). The MARAM builds on the existing TAM to incorporate four other components: perceived relative advantage, perceived enjoyment, facilitating conditions, and mobile self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

The mobile augmented reality acceptance model for teachers and future teachers

Koutromanos,

Mikropoulos,

Mavridis

et al. 2023

Educ Inf Technol

Self Cite

View full text Add to dashboard Cite

This study examines the factors that affect pre-service and in-service teachers’ intention to use Mobile Augmented Reality (MAR) in their teaching through the proposed Mobile Augmented Reality Acceptance Model (MARAM). The MARAM builds on the existing Technology Acceptance Model (TAM) to incorporate four other components namely perceived relative advantage, perceived enjoyment, facilitating conditions, and mobile self-efficacy. In addition, this study investigates the validity of the MARAM. Data were collected from 137 pre-service and 169 in-service teachers who completed a questionnaire after having developed their own MAR applications during an undergraduate university course and a training seminar, respectively. Structural Equation Model (SEM) analysis was conducted separately for each group, as well as for both samples together. We also conducted a multi-group analysis to examine differences across the two samples. The results for both samples together (N = 306), showed that intention was affected by attitude, perceived usefulness and facilitating conditions. In turn, attitude was affected by perceived enjoyment and perceived usefulness. Perceived usefulness was affected by perceived enjoyment and perceived relative advantage. Perceived ease of use was affected by mobile self-efficacy and facilitating conditions. However, perceived ease of use did not affect perceived usefulness or attitude. A multi-group analysis conducted on the sample of pre-service and in-service teachers produced similar results, with minor differentiations. These results have implications for the use of MAR in research and schools, as well as technology acceptance models in education.

show abstract

Teachers’ Perceptions Towards the Use of Augmented Reality Smart Glasses in Their Teaching

Kazakou,

Koutromanos

2023

Communications in Computer and Information Science

View full text Add to dashboard Cite

Investigating the Mobile Augmented Reality Acceptance Model with Pre-Service Teachers

Cited by 14 publications

References 41 publications

Factors influencing student teachers’ intention to use mobile augmented reality in primary science teaching

Factors influencing student teachers’ intention to use mobile augmented reality in primary science teaching

The mobile augmented reality acceptance model for teachers and future teachers

Teachers’ Perceptions Towards the Use of Augmented Reality Smart Glasses in Their Teaching

Contact Info

Product

Resources

About