Examining Augmented Reality Smart Glasses Acceptance by In-Service Teachers

This study examined the acceptance of Augmented Reality Smart Glasses (ARSGs) by 123 primary and secondary education teachers. The theoretical framework of the TAM and the variables of facilitating conditions and social influences of the UTAUT were used. The study was conducted in two phases: the first remotely, where teachers created their own AR objects, and the second in person, where teachers used two types of ARSGs devices to project their own AR learning resources and interact with AR applications. The study found that the TAM can be used as a valid model to explain the acceptance of ARSGs by teachers in their classroom. Also, it was found that attitude, perceived ease of use, and perceived usefulness affected teachers’ intention to use ARSGs. Moreover, the two variables of the UTAUT (i.e., facilitating conditions and social influence) did not influence teachers’ intention. These results have implications for schools as well as for educational policy regarding the use of ARSGs in teaching.