Using the Technology Acceptance Model to Analyze K–12 Students’ Behavioral Intention to Use Augmented Reality in Learning
Texas Education Review
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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.
Augmented Reality; AR in learning; K-12 education; Technology Acceptance Model
Education | Educational Technology
Using the Technology Acceptance Model to Analyze K–12 Students’ Behavioral Intention to Use Augmented Reality in Learning.
Texas Education Review, 8(2),