Iqbal Ainur Rizki, Nadi Suprapto, Denissa Putri Awwalina, Wilujeng Trismaya Wanti, Nadya Mazayu Nur Sabrina
The advancement of augmented reality (AR) technology and its application in education presents an opportunity for pre-service teachers to incorporate it into the learning process, particularly in science subjects with abstract and microscopic materials. However, the adoption of AR technology among pre-service teachers remains suboptimal. Therefore, this study aims to analyze the factors influencing pre-service teachers’ adoption of AR in science learning. By employing partial least squares structural equation modeling, we gathered 211 responses through a questionnaire. The developed model has met the criteria of validity and reliability. The study’s findings reveal that perceived control and learning content significantly influence behavioral intention, while visual attraction and knowledge-ability do not. Clearly, their focus is on pedagogically implementing AR technology rather than visually developing it. Thus, it is recommended to provide training for pre-service teachers to apply AR science because many of them need an understanding of integrating this technology as a science learning media. This research implies offering insightful analysis and practical suggestions for the successful integration of AR technology into science learning, especially by addressing the variables affecting its uptake. © 2025, Institute of Advanced Engineering and Science. All rights reserved.
Department of Physics Education, Universitas Negeri Surabaya, Surabaya, Indonesia
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