Abstract

In the ever-changing sector of education, the use of technology has become critical to innovation and increased learning opportunities. This research illustrates the intricate connections that exist between augmented reality [AR] and tremendous educational attributes, thinking about how AR might modify conventional teaching approaches. The important motive is to offer an entire knowledge of how augmented fact influences crucial areas of the educational revel in. Utilizing a quantitative studies method, the study seems at how AR impacts pupil behavior, creativity, and instructional practices, in addition to the mediating and moderating elements that influence these relationships. An online questionnaire was used to collect data from 444 random samples. The relationships between AR, teacher competence, technology acceptance, and educational outcomes were examined. Data shows that augmented reality has a positive effect on creativity, student behavior, and teaching strategies. Teacher competence moderated these relationships, highlighting the critical role of teachers in successfully integrating augmented reality, while technology acceptance emerged as a significant mediator demonstrating the significance of user perceptions. This study has critical implications for educators, administrators, and policymakers interested in using AR to improve instructional development, as well as for the field of generation-infused schooling administration. Additionally, it advances theoretical frameworks through a better understanding of the complicated tactics that impact the uptake and acceptability of AR.

Keywords

References

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