Examining teachers’ acceptance of augmented reality smart glasses through the immersive technologies acceptance model

Abstract This study examined the factors that influence primary and secondary school teachers’ intention to use augmented reality smart glasses (ARSGs) in their teaching by proposing and validating the Immersive Technologies Acceptance Model (ITAM). The ITAM is based on the existing Mobile Augmented Reality Acceptance Model (i.e., MARAM) by adding to it, two other variables, immersion and social influence. The sample of the study consisted of 173 teachers who were trained to use and interacted with the ARSGs. Data was collected through a questionnaire based on the Mobile Augmented Reality Acceptance Model (MARAM). Statistical analysis included reliability and convergent validity of the data, descriptive analysis of demographics, and validation of the proposed model using Structural Equation Modeling. The results show that teachers perceive the ARSGs as easy to use. Their Intention to use is positively influenced by attitude and facilitating conditions, while attitude is influenced by perceived usefulness, ease of use and enjoyment. Perceived usefulness is influenced by perceived ease of use, enjoyment and relative advantage, while perceived ease of use is influenced by immersion and facilitating conditions. The findings of the regression models indicate that 82% of teachers’ intention to accept ARSGs is explained by attitude, perceived usefulness, facilitating conditions and social influence. Overall, the results show that the proposed ITAM is valid and reliable, providing important insights into the acceptance and use of smart glasses in education. These insights may inform the design of future professional development initiatives and implementation strategies, helping to foster more effective adoption of immersive technologies in educational practice.