ARCore Integrated with AI in Geometry Education: An Analytical Study of Factors Influencing Technology Acceptance in Secondary Education

This study investigates key factors influencing the adoption of ARCore-based 3D-AI technology in geometry instruction among secondary students in Can Tho, Vietnam. Using survey data from 300 students and interviews with teachers across one high school and one junior high school, the study applied Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM) via AMOS 25.0. Results indicate that behavioral intention is strongly influenced by facilitating conditions ($\beta=0.420, p\lt 0.001$), social influence ($\beta=$ 0.187, $p\lt 0.001$), perceived usefulness ($\beta=0.172, p=0.005$), and ease of use $(\beta=0.117, p=0.011)$. In turn, behavioral intention significantly predicts actual usage behavior $(\beta=0.622, p\lt $ 0.001). However, direct effects of facilitating conditions ($\beta=- 0.041, p=0.692$) and habit ($\beta=-0.002, p=0.983$) on usage behavior were insignificant. Indirect pathways confirm behavioral intention as a key mediator. These findings highlight the potential of ARCore-powered AI tools to modernize geometry education by enhancing spatial reasoning, engagement, and instructional methods.