Abstract

This study aimed to examine the factors influencing the behavioral intent of faculty members to use augmented reality (AR) technologies to support student learning. The Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and the Theory of Planned Behavior (TPB) were adopted as the theoretical framework for the study. The study involved 326 faculty members from four universities in Saudi Arabia. Data were collected through an online survey that included measurements of the constructs of interest. Results indicated that teachers’ perceived usefulness, perceived ease of use, attitudes toward technology, perceived behavioral control, social norms, and resource availability had significant positive effects on their behavioral intent to use AR technologies. Additionally, mediation analyses revealed that teachers’ perceived benefits and confidence in using AR technologies, as well as support from the teaching community and institution, mediated the relationship between the independent variables and their behavioral intention to use AR technologies. These findings have important implications for the implementation of AR technologies in educational institutions and underscore the need to provide teachers with training and resources to increase their confidence and perceived benefits of using AR technologies.