Assessing Teacher Acceptance of Augmented Reality Games for Stem Education

Abstract

In the rapidly evolving digital era, Augmented Reality (AR) technology has demonstrated significant potential across various fields, particularly in education. The application of AR in Science, Technology, Engineering, and Mathematics (STEM) education has garnered attention due to its ability to make learning more engaging and effective. However, the acceptance and use of this technology in STEM education remain issues that require further in-depth investigation, especially in rural areas. This study evaluates the acceptance of AR games in teaching STEM subjects among secondary school teachers. The research was conducted with 20 secondary school teachers in the Hilir Perak district using a survey method. The instrument used was a technology acceptance questionnaire based on the five main constructs of the Technology Acceptance Model (TAM). The survey of teachers' perceptions indicated agreement that the usefulness, ease of use, enjoyment, attitude towards use, and intention to use AR games applications for STEM subjects that meet learning objectives can enhance the teaching process more engagingly and effectively. The implications of this study highlight the need to develop AR-based teaching material to support immersive and interactive learning, thereby optimizing creative teaching practices across the curriculum.