Motivations to Implement Augmented Reality: A Qualitative Study of Utah Educators
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2023
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Abstract
High school teachers generally do not use augmented reality (AR) in teaching, although empirical evidence suggests students experience positive learning outcomes from its use. The problem was a lack of clarity about what motivates high school teachers to use AR in classrooms at suburban high schools in northern Utah. The purpose of the research was to explore what motivates high school teachers to use AR in teaching and what support is needed for teachers to apply AR effectively in a classroom setting. Research Question 1 examined factors influencing teachers’ motivation to use AR as a teaching strategy. Research Question 2 explored the support needed by teachers to integrate the use of AR successfully into teaching practices. The theoretical foundation of the theory of planned behavior and the technology acceptance model helped establish a framework for exploring participants’ motivation regarding AR use. The qualitative methodology integrated a basic qualitative design to collect data from 17 teachers who volunteered to participate in virtual or in-person semistructured interviews. Interview data were transcribed and analyzed using qualitative coding and Braun and Clarke’s 2019 thematic approach. Results indicated most teachers lacked an accurate awareness of AR, viewed AR as advantageous for learning, expected barriers to using AR, expected leaders and peers to support the use of AR in school, and viewed training as a possible motivating factor for using AR as a teaching strategy. Education and industry leaders should increase teachers’ awareness of AR, understand and address teachers’ perceived barriers to AR use in the classroom, and provide training on the effective use of AR for learning.
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