Teachers' Perceptions and Beliefs about the Adoption of Augmented Reality in Early Childhood Education

Abstract

This study examines early childhood educators' perceptions and the factors influencing the adoption of augmented reality (AR) in Saudi Arabia. Despite evidence highlighting AR's potential to enhance early learning (Shams, 2019), its integration into classrooms remains a challenge for teachers (Abdulrahman, 2020). Based on this gap between theoretical potential and practical application, the study sought to explore how Saudi Arabian teachers' internal beliefs interact with external factors surrounding them in the adoption of AR. The study adopts the Technology Acceptance Framework for Cultural and Historical Activities (TAF-CHA), which integrates Technology Acceptance Model (TAM) and Cultural-Historical Activity Theory (CHAT). Through this framework, it is possible to analyse teachers' intentions, as well as contextual and organizational contradictions that may hinder adoption, providing a more comprehensive view of AR adoption. In this study, mixed methods were used to collect quantitative and qualitative data that comprehensively explored the phenomenon. A questionnaire was completed by 105 early childhood educators in northwest Saudi Arabia. This was followed by in-depth interviews with ten educators, half of whom had experience using AR. Following informed consent and reviewing their rights as participants, teachers nominated themselves for interviews. According to the results, teachers are optimistic about augmented reality, and ease of use and perceived usefulness are the most influential factors. Despite their attitudes, their actual classroom practices did not reflect their future behaviour intentions. It identified several contradictions within the activity system that hindered implementation by analysing their beliefs. Lack of Arabic-language augmented reality applications, weak internet devices, and institutional support, poor digital skills of children, limited parental support, assistants, and work pressures. This study fills a gap in the international literature on AR adoption in early childhood education. It highlights the gap between teachers' intentions and actual practices in the Saudi context. Furthermore, it developed the TAF-CHA framework, which integrates TAM and AT to explain the interactions between individual beliefs and contextual factors. Additionally, it provided recommendations on developing Arabic applications, providing ongoing training, and enhancing institutional support to support Saudi Vision 2030's goals for digital transformation.