Examination of teacher intentions regarding the usability of artificial intelligence-based augmented reality technology in science class

In today's world, technology-focused research holds great significance, particularly with augmented reality and artificial intelligence technologies, which have reached a critical position due to advancements in science and technology. This study aims to identify the factors affecting science teachers' intentions to use artificial intelligence-based augmented reality technology. Conducted based on the General Extended Technology Acceptance Model this research seeks to offer theoretical and practical insights to guide science teachers in enriching their science teaching environments by utilizing this technology. The research was carried out using a cross-sectional survey design, and the sample consists of 227 science teachers. The scales used in the study are 25-item five-point Likert-type scales. Data analysis was conducted using descriptive analyses, confirmatory factor analysis, and path analysis. The reliability of the study was assessed using the Cronbach Alpha reliability coefficient, and the values obtained to ensure construct validity were found to be appropriate. According to the path analysis results, the relationship coefficients (β) range between .22 and .47, and all 15 hypotheses in the study were accepted (p<.001). The results of the research indicate that science teachers have positive intentions towards using artificial intelligence-based augmented reality technology. Teachers' perceptions of using this technology are generally positive. Factors such as perceived ease of use, perceived usefulness, experience, self-efficacy, attitude, subjective norm, and perceived satisfaction have been determinants of teachers' intentions to use the technology. These findings are expected to be instructive for teachers, program developers, and researchers. By supporting the integration of artificial intelligence-based augmented reality technologies into the teaching process, the effective use of these technologies can be increased. Program developers and education policymakers can encourage more effective use of technology in education by supporting teachers' positive attitudes towards these technologies. Researchers can also conduct similar studies based on these findings to gain more extensive and in-depth knowledge about technology integration.