Research Article
Chooi Yi Wei, Yoke Chin Kuah, Chee Pung Ng, Wai Kwan Lau
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep303
ABSTRACT
The rapid technological development and revolution have transformed the education field, promoting the betterment of learning and teaching quality. Augmented Reality (AR) is becoming increasingly popular for its ability to help educators to create an engaging and creative method of teaching. The increasing use of technology has piqued researchers’ interests in studying its efficiency. Following this observation, this study aims to explore educators’ readiness in embracing AR as an enhancement teaching tool in the future. This study employed a quantitative methodology and collected 223 respondents’ data from five private universities in Malaysia. The data was analysed using the Partial Least Squares – Structural Equation Modelling (PLS-SEM) software. The results demonstrated that there were significant relationships between educators’ innovation towards the intention to adopt AR moderated by perceived usefulness (PU) and perceived ease of use (PEU). This study provides some insightful AR applications in the education industry, which is in line with the Industrial Revolution 4.0 theme. It successfully identifies the importance of motivating educators and students in embracing AR as an enhancement learning tool, providing a valuable discussion for the government, learning institutions, and educators on the implementation of AR in Malaysia.
Keywords: augmented reality, educator innovation, technology acceptance model, perceived ease of use, perceived usefulness
Research Article
Emmanuel Fokides
CONT ED TECHNOLOGY, Volume 8, Issue 1, pp. 56-75
ABSTRACT
The study examines the factors affecting Greek pre-service teachers’ intention to use
computers when they become practicing teachers. Four variables (perceived usefulness,
perceived ease of use, self-efficacy, and attitude toward use) as well as behavioral intention
to use computers were used so as to build a research model that extended the Technology
Acceptance Model (TAM) and structural equation modeling was used for parameter
estimation and model testing. Self-reported data were gathered from 487 pre-service
teachers studying at the Departments of Primary School Education in Greece. Results
revealed a good model fit and of the nine hypotheses formulated, seven were supported.
Overall, the TAM, with the addition of computer self-efficacy beliefs, adequately
represented the relationships among the factors. It also possesses the explanatory power
to predict pre-service teachers’ intention to use computers when they become practicing
teachers since a high percentage (68%) of the variance in behavioral intention to use
computers was explained, while the most influential factors were perceived usefulness and
attitude toward computers. Implications for practice are also discussed.
Keywords: attitudes toward computers, perceived ease of use, pre-srvice teachers, self-efficacy, structural equation modelling, technology acceptance model