Abstract:

Augmented Reality (AR) applications have been adopted in many fields due to the wide availability of portable devices. Though AR technology is not widespread at educational levels, some academic staff use it to enhance teaching processes and support students learning at higher education levels by adding photos, videos and detailed information to promote understanding of academic contents.

Despite some academic staff using Augment Reality Applications frequently to enhance educational processes, it is still a relatively niche technology and is not used widely and has only recently become of interest as a teaching tool.

Based on the anecdotal evidence, there might be some challenges that can affect the teaching staff’s behavioural intention to use (AR) particularly for teaching and learning practice. From the literature review, there are some challenges that have been studied that can affect the intention behaviour of academic staff to accept and use of (AR) for academic purpose such as Usability Issues which might influence by some specific factors such as internal and external factors, for instance, factors from Unified theory of acceptance and use of technology (UTAUT) that included; Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions. However, there is limited research on this topic.

The aim of this paper is to discuss the challenges that can affect academic staff behavioural intentions to accept and use of Augmented Reality Applications for academic teaching purposes from the UTAUT view. This paper reports on a systematic review of literature on augmented reality in an educational context and addresses the question: what are the factors that affect academic staff behavioural intentions to use augmented reality in teaching and learning practise? The Inclusion constraints are the time of studies publishing should be between 2015 and 2019, peer-reviewed journal articles and only in the English language. Our study finds that age, experience and gender are factors that can influence academic staff behavioural intention of using AR in teaching and learning processes.

This study contributes a comprehensive overview of the current understanding of UTAUT as applied to AR in education and is useful as an introduction to the field of the attitudes and experiences of educators to AR technology.

Keywords:

Augment Reality Applications, internal and external Challenges, teaching and learning practice, academic staff, higher education.