Investigating the influence of TPACK factors on the behavioural intention of English language teachers in public schools towards using augmented reality

There has been a new wave of augmented reality successfully deployed in educational mobile learning technologies.
the teachers’ behavioural intention is considered the key to the successful implementation of using augmented reality in the educational field. This study seeks to investigate the influence of TPACK on English teachers’ behavioural intention towards using augmented reality based on the TAM. The proposed model is empirically validated using data collected from 187 English teachers.The research findings reveal that the examined factors namely perceived usefulness (PU), perceived ease of use (PEU), technological knowledge (TK), pedagogical knowledge (PK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK) and technological content knowledge (TCK) significantly influenced the English teachers’ behavioural intention towards using augmented reality, with the exception of the content knowledge (CK) effect.The examined factors explain about 92.5% of the total variance of the teachers’ behavioural intention. Several limitations and recommendations are proposed.