Influence of Pre-service and In-service Teachers’ Gender and Experience on the Acceptance of AR Technology

Augmented reality has received more and more attention by researchers in the field of education. Because of its rich visual presentations and various user interaction, AR leaning environment has great potential for learning activities. This study used mature UTAUT questionnaires to investigate pre-service teachers and in-service teachers’ acceptance of AR technology. The effective participants included 70 pre-service and 50 in-service teachers. Through data analysis of effective participants from the perspectives of gender and experience, we found that 1) Pre-service teachers are more sensitive to social influences than in-service teachers are. For all the participants, 2) Male teachers are more sensitive to social influences than females. 3) Effort expectancy has a negative impact on AR behavioral intention of high-experience teachers. Based on the research results, specific discussions and suggestions are proposed for different teacher groups to improve the technical acceptance of AR in teaching.