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

Abstract

The aim of this study was to investigate the factors that might affect pre-service teachers’ intention to use Mobile Augmented Reality in their future teaching. The Mobile Augmented Reality Acceptance Model (MARAM) was used as the study’s theoretical framework. In addition, this work was a validity study for MARAM. Empirical data was collected from 137 pre-service teachers who had developed their own Mobile Augmented Reality applications during an undergraduate university course. The findings of the regression analysis revealed that the MARAM’s variables can explain the variance of perceived ease of use, perceived usefulness, attitude, and intention to a satisfactory degree. Mobile self-efficacy and facilitating conditions were predictors of perceived ease of use. Both perceived enjoyment and perceived relative advantage were predictors of perceived usefulness. In addition, both perceived usefulness and perceived enjoyment were predictors of attitude. Finally, attitude and perceived usefulness were predictors of pre-service teachers’ intention to use Mobile Augmented Reality in their future teaching. However, perceived ease of use failed to be a predictor of attitude and perceived usefulness. These results have implications for pre-service teachers’ education, school leaders and researchers in the field of augmented reality acceptance models.