Augmented Reality (AR) as an Enhancement Teaching Tool - Are Educators Ready for It?

Oct 15, 2026

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The study investigates whether educators are ready to adopt Augmented Reality (AR) as an enhancement teaching tool in the future, driven by rapid technological development and rising interest in AR’s ability to make learning engaging and creative. Using a quantitative approach with 223 respondents from five Malaysian private universities, the research applies PLS-SEM analysis. Findings show significant relationships between educators’ innovation and intention to adopt AR, moderated by perceived usefulness and perceived ease of use.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Introduction

Impact of technology and e-learning

AR history and educational integration

Potential of AR as an enhancement tool

Literature Review

Augmented Reality (AR) as an Enhancement Teaching Tool: Are Educators Ready for It? Chooi Yi Wei Universiti Tunku Abdul Rahman, Perak, Malaysia ORCID: 0000-0002-3727-0464 Yoke Chin Kuah Universiti Tunku Abdul Rahman, Perak, Malaysia ORCID: 0000-0003-3016-5677 Chee Pung Ng Universiti Tunku Abdul Rahman, Perak, Malaysia ORCID: 0000-0003-3706-5302 Wai Kwan Lau Universiti Tunku Abdul Rahman, Perak, Malaysia ORCID: 0000-0003-0369-2586 Received: 30 Sep 2020 Accepted: 25 Jan 2021 Abstract The rapid technological development and revolution have transformed the education field, promoting the betterment of learning and teaching quality. Augmented Reality (AR) is becoming increasingly popular for its ability to help educators to create an engaging and creative method of teaching. The increasing use of technology has piqued researchers’ interests in studying its efficiency. Following this observation, this study aims to explore educators’ readiness in embracing AR as an enhancement teaching tool in the future. This study employed a quantitative methodology and collected 223 respondents’ data from five private universities in Malaysia. The data was analysed using the Partial Least Squares – Structural Equation Modelling (PLS-SEM) software. The results demonstrated that there were significant relationships between educators’ innovation towards the intention to adopt AR moderated by perceived usefulness (PU) and perceived ease of use (PEU) . This study provides some insightful AR applications in the education industry, which is in line with the Industrial Revolution 4.0 theme. It successfully identifies the importance of motivating educators and students in embracing AR as an enhancement learning tool, providing a valuable discussion for the government, learning institutions, and educators on the implementation of AR in Malaysia. Keywords: augmented reality, educator innovation, technology acceptance model, perceived ease of use, perceived usefulness INTRODUCTION The significant progress of current technology has made an impact on the teaching and learning process. Recent years have seen that digital materials and e-learning tools being heavily incorporated in the education industry. Its practicality is further demonstrated during the disruptive period caused by the COVID-19 pandemic – since schools and universities are not able to function normally, educators switched to digital teaching and learning platform to continue teaching. Such a significant impact increases educators’awareness of the need to adopt technology in their teaching and learning process. The incorporation of technology in education has been observed to have positive and construction impacts, particularly when combined with adequate pedagogical foundations. Some researches agree that technology-embedded education encourages more innovative and interactive forms of teaching and learning process, increasing students’ motivations (Bursali & Yilmaz, 2019; Ebenezer, Kaya, & Kassab, 2018; Fuchsova & Korenova, 2019; Kaewunruen, 2019; Shapley, Sheehan, Maloney, & Caranikas-Walker, 2011), while also increasing students’ efficacy of learning experiences in the actual world (Weng et al., 2016) . Furthermore, the integration of technology has transformed the learning environment into a more engaging, interactive, authentic, and joyful environment (Cheng, 2018; Gan & Balakrishnan, 2018) . Various technologies such as multimedia, internet, mobile devices, Internet of Things (IoT), virtual reality, and AR are integrated into the education system (Kiryakova, Angelova, & Yordanova, 2018) . The AR was pioneered by Sutherland (1968)– he developed and introduced the AR interface, which used the head-mounted display to depict 3D graphics. Azuma (1997) has further surveyed on the features of Augmented Reality technology and the tradeoffs between video blending and the optical interventions which served as starting point for AR research. Afterwards, nu

FAQs

What is the purpose of the study?

To explore educators’ readiness to embrace Augmented Reality (AR) as an enhancement teaching tool in the future.

How was the data collected and analyzed?

The study used a quantitative methodology and collected data from 223 respondents from five private universities in Malaysia. Data were analyzed using Partial Least Squares–Structural Equation Modelling (PLS-SEM).

What factors influence educators’ intention to adopt AR?

The results show significant relationships between educators’ innovation toward the intention to adopt AR, moderated by perceived usefulness (PU) and perceived ease of use (PEU).

What broader significance does the study claim?

It highlights the importance of motivating educators and students to embrace AR, providing insights relevant to government, learning institutions, and educators for AR implementation in Malaysia.

Oct 15, 2026

Upload by nayy☆