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<p>Augmented Reality (AR) educational technology can provide an immersive learning experience, stimulating students’ interest in active learning and a new teaching educational technology style. This research used a questionnaire method, investigated 602 vocational teachers to explore the correlation between their teaching effectiveness of AR-supported technology applications (TE-ARTA) and its influencing factors, and implemented an SEM analysis. The aim is to provide a reference for school planning and the application of AR-supported teaching. The results show that integrating education technology self-efficacy (IET-SE) has a significant direct effect on the teaching effectiveness of AR-supported technology applications (TE-ARTA), and embodied cognition experience (ECE) has an important indirect effect on TE-ARTA. The impact model of vocation teachers' IET-SE and ECE on TE-ARTA exhibits a good fit. Through augmented reality (AR), teachers can provide new contexts and powerful connections to enhance the learning experience and help students understand. Teachers’ embodied cognitive experience can develop to focus on interaction that machines are easy to use and students’ experiences to learn. We discuss the influence models of teachers' TE-ARTA and propose ECE's dimensions and mediating variable characteristics. We provide practical teaching suggestions that can be used to support the development of embodied learning theory and practice.</p>

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Influencing factors of teachers’ AR-supported technology application teaching effectiveness: using structural equation modelling

  • 期刊论文

  • 发表日期：

    2025年7月12日

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  • Chun-Mei Chou,
  • Tsu-Chi Shen,
  • Tsu-Chuan Shen,
  • Chien-Hua Shen

摘要

Augmented Reality (AR) educational technology can provide an immersive learning experience, stimulating students’ interest in active learning and a new teaching educational technology style. This research used a questionnaire method, investigated 602 vocational teachers to explore the correlation between their teaching effectiveness of AR-supported technology applications (TE-ARTA) and its influencing factors, and implemented an SEM analysis. The aim is to provide a reference for school planning and the application of AR-supported teaching. The results show that integrating education technology self-efficacy (IET-SE) has a significant direct effect on the teaching effectiveness of AR-supported technology applications (TE-ARTA), and embodied cognition experience (ECE) has an important indirect effect on TE-ARTA. The impact model of vocation teachers' IET-SE and ECE on TE-ARTA exhibits a good fit. Through augmented reality (AR), teachers can provide new contexts and powerful connections to enhance the learning experience and help students understand. Teachers’ embodied cognitive experience can develop to focus on interaction that machines are easy to use and students’ experiences to learn. We discuss the influence models of teachers' TE-ARTA and propose ECE's dimensions and mediating variable characteristics. We provide practical teaching suggestions that can be used to support the development of embodied learning theory and practice.