the factors influencing secondary school teachers in Hail City’s adoption of augmented reality technology in light of the Technology Acceptance Model (TAM). the factors influencing secondary school teachers in Hail City’s adoption of augmented reality technology in light of the Technology Acceptance Model (TAM).

Abstract

Abstract:

The study sought to uncover the factors influencing the adoption of augmented reality technology among secondary school teachers in Hail City, relying on Technology Acceptance Model (TAM). To achieve the study's objectives, a quantitative descriptive analytical approach was employed. A questionnaire was developed by the researcher that consists of five dimensions representing the model variables: self-efficacy, perceived ease of use, perceived usefulness, behavioral intention, and actual use. The psychometric properties of the tool were examined. It was administered to a sample of (n=305) secondary school teachers in Hail city. The data were analyzed using the structural equation model (SEM) using SmartPLS software. The results showed that self-efficacy indirectly affects behavioral intention through perceived ease of use, and the perceived ease of use affects perceived usefulness, which is directly affects behavioral intentions. The results also showed that behavioral intentions affect actual use. In light of these results, the study recommended implementing augmented reality technology in public education and developing training programs for female teachers.

Keywords: Augmented reality technology, Technology Acceptance Model (TAM), self-efficacy, perceived ease, perceived usefulness, behavioral intention, actual use