| Yazarlar (1) |
Doç. Dr. Ayşegül ŞAKIR
Kırşehir Ahi Evran Üniversitesi, Türkiye |
| Özet |
| Augmented Reality (AR) offers transformative, immersive learning experiences in preschool education. However, its successful adoption largely depends on educators' willingness to integrate this technology. This study investigates AR adoption in preschool education by combining the Technology Acceptance Model (TAM), Flow Theory, and Theory of Planned Behavior (TPB) into a unified framework. Data from 1050 pre-service and in-service preschool teachers across Turkey were analyzed using Structural Equation Modeling. Results indicate a significant positive correlation between educators' perceptions of AR's usefulness, ease of use, and their intent to adopt it. Intrinsic motivational factors, such as perceived enjoyment and concentration, also played key roles in influencing behavioral intentions towards AR. Our unified model provides a deeper understanding of the determinants impacting teachers' intentions to use AR in preschool settings, compared to existing theories. This research offers actionable insights for educators, curriculum designers, and policymakers to harness AR's potential in early childhood education, aiming to provide engaging and effective learning experiences for young children. |
| Anahtar Kelimeler |
| Pre-school education | augmented reality | in-service teachers | pre-service teachers | unified conceptual framework |
| Makale Türü | Özgün Makale |
| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale |
| Dergi Adı | Interactive Learning Environments |
| Dergi ISSN | 1049-4820 Wos Dergi Scopus Dergi |
| Dergi Tarandığı Indeksler | SSCI |
| Dergi Grubu | Q1 |
| Makale Dili | Türkçe |
| Basım Tarihi | 12-2025 |
| Cilt No | 33 |
| Sayı | 4 |
| Sayfalar | 2954 / 2977 |
| DOI Numarası | 10.1080/10494820.2024.2428361 |
| Makale Linki | https://doi.org/10.1080/10494820.2024.2428361 |
| Atıf Sayıları | |
| WoS | 6 |
