정보교사의 증강현실(Augmented Reality) 수용에 관한 선행요인 탐색: 기술준비도와 기술-교수내용 지식, 학교 지원, 지각된 유용성, 지각된 용이성을 중심으로

초록

The present work aimed to identify the antecedents to teacher adoption of augmented reality (AR) technology in educational settings. This study is notable, given its theoretical framework using the Technology Acceptance Model(TAM) along with Technical Pedagogical Content Knowledge(TPACK). Our conceptual model included technology readiness, which is expected to impact TPACK, which in turn, to have a positive influence on teacher acceptance. The present study further hypothesized that the influence of TPACK on teacher acceptance will be mediated by two proximal constructs of TAM including perceived usefulness and perceived ease of use, as well as school support. The conceptual model was verified through sample data collected from 300 teachers in charge of computer subjects in Korean middle and high schools who participated in this study. A structural equation model was performed using SmartPLS. The results indicate that, the measure of optimism was found to be significantly and positively predictive of TPACK. Two independent measures of discomfort and insecurity emerged as negative and significant predictors of TPACK. Furthermore, the direct effect of TPACK on teacher acceptance was found to be statistically significant. The influence of TPACK on teacher acceptance was mediated by perceived usefulness, perceived ease of use, and school support.

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