Using the Technology Acceptance Model to Analyze K–12 Students’ Behavioral Intention to Use Augmented Reality in Learning
Document Type
Article
Publication Date
7-1-2020
Publication Title
Texas Education Review
Volume
8
Issue
2
First page number:
37
Last page number:
51
Abstract
Augmented reality (AR) has gained popularity in K-12 education in the past decades; researchers and educators generally agree that AR is a useful pedagogical tool in teaching because it is grounded on efficient teaching and learning models such as constructivist learning, situated learning, and inquiry-based learning. Research on AR in the K-12 context tends to focus on its impact on learning processes and outcomes. However, it is essential to understand K-12 students’ behavioral intentions of use for AR—their perceptions of usefulness, ease of use, and enjoyment—so that teachers can better design and integrate AR-based learning into their courses. Guided by the framework of the Technology Acceptance Model, this literature review explores K-12 students’ behavioral intention to use AR in their learning.
Keywords
Augmented Reality; AR in learning; K-12 education; Technology Acceptance Model
Disciplines
Education | Educational Technology
Language
English
Repository Citation
Ping, L.,
Liu, Y.
(2020).
Using the Technology Acceptance Model to Analyze K–12 Students’ Behavioral Intention to Use Augmented Reality in Learning.
Texas Education Review, 8(2),
37-51.
http://dx.doi.org/10.26153/tsw/9204
