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What is MARAM

Chapter 8
Shaping the Future of Online Learning: Education in the Metaverse
Mobile Augmented Reality Acceptance Model. In MARAM, eight variables (i.e., intention, attitude, perceived ease of use, perceived usefulness, perceived relative advantage, facilitating conditions, perceived enjoyment, and mobile self-efficacy) were used to determine the factors influencing teachers’ intention to use AR in their classrooms.
Published in Chapter:
Schoolteachers' Perspectives of Augmented Reality in Classroom Teaching
Libi Shen (Concordia University, Chicago, USA) and Irene Linlin Chen (University of Houston-Downtown, USA)
Copyright: © 2023 |Pages: 20
DOI: 10.4018/978-1-6684-6513-4.ch008
Abstract
The advancement of technology has influenced our educational settings and students' learning immensely in recent decades. Augmented reality (AR) is one of them. The focus of this study was to investigate schoolteachers' perspectives of AR in classroom teaching. A qualitative method with a case study design was adopted for the study. Nineteen participants who were schoolteachers in southwest United States were solicited for interviews. The following research questions guided the study: (1) How do schoolteachers perceive the advantages of AR in teaching? (2) How do schoolteachers perceive the disadvantages of AR in teaching? (3) How do schoolteachers plan to integrate AR in classroom teaching? (4) How do schoolteachers foresee the support from the school districts in regards to the use of AR in teaching? (5) What suggestions do schoolteachers have for implementing AR in teaching? The findings showed 50 general themes and 14 significant themes. Suggestions for future research were recommended.
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