Date

7-22-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Brian K. Jones

Keywords

augmented reality, student engagement, technology acceptance model, student motivation, educational technology

Disciplines

Educational Administration and Supervision | Educational Assessment, Evaluation, and Research

Abstract

The purpose of this transcendental phenomenological study is to investigate public secondary school teachers’ incorporating (AR) into their teaching practices. The central research question was: What are the lived experiences of public secondary school teachers using AR in the classroom? The research leveraged for this study was found through social networks, including LinkedIn and Teacher Social Network to specifically target and recruited 10 public secondary school teachers who have proven experience in incorporating augmented reality. These platforms offered me a unique opportunity to access a diverse pool of teachers across the United States. LinkedIn, as a professional networking platform, provides a rich dataset for educators. Teacher Social Network, a dedicated online platform for teachers, offers a community-driven approach to studying secondary school leadership. This study utilized the technology acceptance model (TAM) for examining teachers' perceptions of the ease of use and usefulness of augmented reality (AR) for student engagement. The research explored secondary school teachers' experiences and perceptions of incorporating augmented reality (AR) in the classroom, including its effects on students and the challenges of implementation. Data was collected through the collection of artifacts, individual interviews, and focus groups. The analysis included utilizing systematic coding, generating comprehensive memos, and member checking to strengthen the credibility of the study’s findings.

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