Malaysian STEM Teachers’ Acceptance, Readiness and Challenges in Implementing Augmented Reality (AR) Tools in Teaching Science

The application of augmented reality (AR) is progressively becoming well-known as a powerful pedagogical means for the learning of science since it overcomes the limitations of traditional pedagogy, including lack of adequate visualization of abstract concepts, lack of student interest and participation, and the capacity to understand complex concepts. This study therefore explored STEM teachers' acceptance, readiness, and challenges in implementing AR, focusing on a district of Selangor. Utilizing a quantitative approach, data were collected using a structured questionnaire given to 100 secondary school STEM teachers via purposive sampling. Findings revealed that the teachers exhibited low to moderate acceptance (M = 2.18–2.72) and readiness (M = 2.19–2.51). The significant issues were insufficient training, limited resources, and insufficient time. A One-Way ANOVA revealed significant discrepancies in teachers’ readiness across different years of teaching experience (F (2,97) = 18.161, p < 0.001). The presence of an extremely strong positive correlation between acceptance and readiness (r = 0.900, p = 0.000) also validated their interdependence. In general, the study indicates the need for targeted professional development, organizational support, and resource provision to facilitate the integration of AR in science education. Future studies would likely extend scope to include other subject teachers such as Islamic education, humanities, and the arts.

Augmented reality, Acceptance, Readiness, Challenges, Teaching experience

1. Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Alzahrani, A. I., & Sarsam, S. M. (2020). Challenges and prospects of virtual reality and augmented reality utilization among primary school teachers: A developing country perspective. Studies in Educational Evaluation, 66, 100876. [Google Scholar] [Crossref]

2. Aldridge, E., & Witherspoon, M. G. (2023). Veteran Teachers' Resistance Factors to Technology Usage in the Face of Change in the Secondary Classroom in Northwest Alabama. Alabama Journal of Educational Leadership, 10, 99-116. [Google Scholar] [Crossref]

3. Alfiras, M., & Bojiah, J. (2020). Printed Textbooks Versus Electronic Textbooks: A Study on the Preference of Students ofGulf University in Kingdom of Bahrain. International Journal of Emerging Technologies in Learning, 15(18), 40–52. https://doi.org/10.3991/ijet.v15i18.15217 [Google Scholar] [Crossref]

4. AlNajdi, S. M. (2022). The effectiveness of using augmented reality (AR) to enhance student performance: using quick response (QR) codes in student textbooks in the Saudi education system. Educational technology research and development, 70(3), 1105-1124. [Google Scholar] [Crossref]

5. Alzahrani, N. M. (2020). Augmented reality: A systematic review of its benefits and challenges in e-learning contexts. Applied sciences, 10(16), 5660. [Google Scholar] [Crossref]

6. Anggara, R. P., Musa, P., Lestari, S., & Widodo, S. (2021). Application of electronic learning by utilizing virtual reality (VR) and augmented reality (AR) methods in natural sciences subjects (IPA) in elementary school students grade 3. JTP-Jurnal Teknologi Pendidikan, 23(1), 58-69. https://doi.org/10.21009/jtp.v23i1.20203 [Google Scholar] [Crossref]

7. Arici, F., Yilmaz, R. M., & Yilmaz, M. (2021). Affordances of augmented reality technology for science education: Views of secondary school students and science teachers. Human Behavior and Emerging Technologies, 3(5), 1153-1171. https://doi.org/10.1002/hbe2.310 [Google Scholar] [Crossref]

8. Ateş, H., & Garzón, J. (2023). An integrated model for examining teachers’ intentions to use augmented reality in science courses. Education and Information Technologies, 28(2), 1299-1321. [Google Scholar] [Crossref]

9. Awang, I. S. (2015). kesulitan belajar IPA peserta didik sekolah dasar. VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan, 6(2), 108-122. [Google Scholar] [Crossref]

10. Ayaz, A., & Yanartaş, M. (2020). An analysis on the unified theory of acceptance and use of technology theory (UTAUT): Acceptance of electronic document management system (EDMS). Computers in Human Behavior Reports, 2, 100032. [Google Scholar] [Crossref]

11. Bakri, F., Permana, H., Wulandari, S., & Muliyati, D. (2020). Student Worksheet With AR Videos: Physics Learning Media in Laboratory for Senior High School Students. Journal of Technology and Science Education, 10(2), 231–240. [Google Scholar] [Crossref]

12. Banerjee, G., & Walunj, S. (2019, December). Exploring in-Service Teachers' Acceptance of Augmented Reality. In 2019 IEEE Tenth International Conference on Technology for Education (T4E) (pp. 186-192). IEEE. [Google Scholar] [Crossref]

13. Barteit, S., Lanfermann, L., Bärnighausen, T., Neuhann, F., & Beiersmann, C. (2021). Augmented, mixed, and virtual reality-based head-mounted devices for medical education: systematic review. JMIR serious games, 9(3), e29080. [Google Scholar] [Crossref]

14. Bogomolova, K., van der Ham, I. J. M., Dankbaar, M. E. W., van den Broek, W. W., Hovius, S. E. R., van der Hage, J. A., & Hierck, B. P. (2020). The Effect of Stereoscopic Augmented Reality Visualization on Learning Anatomy and the Modifying Effect of Visual-Spatial Abilities: A Double-Center Randomized Controlled Trial. Anatomical Sciences Education, 13(5), 558–567. https://doi.org/10.1002/ase.1941 [Google Scholar] [Crossref]

15. Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J. C. (2021). Effects of learning physics using Augmented Reality on students’ self‐efficacy and conceptions of learning. British Journal of Educational Technology, 52(1), 235-251. [Google Scholar] [Crossref]

16. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340. [Google Scholar] [Crossref]

17. Dillon, A. (2001). User acceptance of information technology. London: Taylor and Francis. [Google Scholar] [Crossref]

18. Duc, N. M., Son, P. N., & Minh, T. H. (2025). Factors influencing teachers' adoption of augmented reality in high school chemistry education. JOTSE, 15(2), 346-363. [Google Scholar] [Crossref]

19. Faqih, K. M., & Jaradat, M. I. R. M. (2021). Integrating TTF and UTAUT2 theories to investigate the adoption of augmented reality technology in education: Perspective from a developing country. Technology in Society, 67, 101787. [Google Scholar] [Crossref]

20. Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81-93. [Google Scholar] [Crossref]

21. Fearne, W., & Hook, J. D. (2023). A service design thinking approach: What are the barriers and opportunities of using augmented reality for primary science education. Journal of Technology and Science Education, 329-251. [Google Scholar] [Crossref]

22. Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142, 103635. [Google Scholar] [Crossref]

23. Furió, D., González-Gancedo, S., Juan, M. C., Seguí, I., & Costa, M. (2013). The effects of the size and weight of a mobile device on an educational game. Computers & Education, 64, 24-41. [Google Scholar] [Crossref]

24. Hanefarezan Asbulah, L., Afiq Hilmi Mhd Deris, M., Afiqah Athirah Mohd Rushdi, N., & Sahrim, M. (2022). Knowledge Readiness To Use Augmented Reality In Teaching Arabic Among Primary School Teachers In Malaysia. International Journal of Advanced Research, 10(09), 528-535. https://doi.org/10.21474/IJAR01/15386. [Google Scholar] [Crossref]

25. Heintz, M., Law, E. L. C., & Andrade, P. (2021, September). Augmented reality as educational tool: Perceptions, challenges, and requirements from teachers. In European Conference on Technology Enhanced Learning (pp. 315-319). Cham: Springer International Publishing. [Google Scholar] [Crossref]

26. Hung, Y. H., Chen, C. H., & Huang, S. W. (2017). Applying augmented reality to enhance learning: a study of different teaching materials. Journal of Computer Assisted Learning, 33(3), 252-266. [Google Scholar] [Crossref]

27. Hussein, H. A., Ali, M. H., Al-Hashimi, M., Majeed, N. T., Hameed, Q. A., & Ismael, R. D. (2023). The Effect of Web Augmented Reality on Primary Pupils’ Achievement in English. Applied System Innovation, 6(1), 18. https://doi.org/10.3390/asi6010018 [Google Scholar] [Crossref]

28. Ibili, E., Resnyansky, D., & Billinghurst, M. (2019). Applying the technology acceptance model to understand maths teachers’ perceptions towards an augmented reality tutoring system. Education and Information Technologies, 24(5), 2653-2675. [Google Scholar] [Crossref]

29. Jwaifell, M. (2019). In-Service Science Teachers' Readiness of Integrating Augmented Reality. Journal of Curriculum and Teaching, 8(2), 43-53. [Google Scholar] [Crossref]

30. Kearney, W. S., & Garfield, T. (2019). Student readiness to learn and teacher effectiveness: Two key factors in middle grades mathematics achievement. RMLE Online, 42(5), 1–12. https://doi.org/10.1080/19404476.2019.1607138 [Google Scholar] [Crossref]

31. Kin, T. M., & Kareem, O. A. (2019). School leaders’ Competencies that make a difference in the Era of Education 4.0: A Conceptual Framework. International Journal of Academic Research in Business and Social Sciences, 9(5), 214-225. https://doi.org/10.6007/ijarbss/v9- i4/5836 [Google Scholar] [Crossref]

32. Kusmawan, U. (2016). Kesiapan belajar mandiri guru sekolah dasar: Studi kasus pada Program Studi PGSD pada FKIP Universitas Terbuka. Jurnal Pendidikan dan Kebudayaan, 1(3), 279-293. [Google Scholar] [Crossref]

33. Lo, J.-H., Lai, Y.-F., & Hsu, T.-L. (2021). The study of ARbased learning for natural science inquiry activities in Taiwan’s elementary school from the perspective of sustainable development. Sustainability, 13(11), 6283. https://doi.org/10.3390/su13116283 [Google Scholar] [Crossref]

34. Marques, M. M., & Pombo, L. (2019, September). Game-based mobile learning with augmented reality: Are teachers ready to adopt It?. In Project and Design Literacy as Cornerstones of Smart Education: Proceedings of the 4th International Conference on Smart Learning Ecosystems and Regional Development (pp. 207-218). Singapore: Springer Singapore. [Google Scholar] [Crossref]

35. Maulyda, M. A., Wuryandani, W., Sulistyani, N., & Annizar, A. M. R. (2025). Investigating the role of digital capabilities on the relationship between teacher readiness and teacher skills using augmented reality media in elementary schools: A mediation and moderation analysis. Social Sciences & Humanities Open, 11, 101411. [Google Scholar] [Crossref]

36. Mikropoulos, T. A., Delimitros, M., & Koutromanos, G. (2022, May). Investigating the mobile augmented reality acceptance model with pre-service teachers. In 2022 8th international conference of the Immersive Learning Research Network (iLRN) (pp. 1-8). IEEE. [Google Scholar] [Crossref]

37. Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013-2025. Ministry of Education Malaysia, Putrajaya, Malaysia. [Google Scholar] [Crossref]

38. Mohamed Jamrus, M. H., & Razali, A. B. (2021). Acceptance, Readiness and Intention to Use Augmented Reality (AR) in Teaching English Reading among Secondary School Teachers in Malaysia. Asian Journal of University Education, 17(4), 312-326. [Google Scholar] [Crossref]

39. Moreno-Guerrero, A. J., García, A. R., Navas-Parejo, M. R., & Jiménez, C. R. (2021). Digital literacy and the use of augmented reality in teaching science in Secondary Education. Rev. Fuentes, 23(1), 108-124. [Google Scholar] [Crossref]

40. Mukhtar, N. A., & Fook, C. Y. (2020). The Effects of Perceived Leadership Styles and Emotional Intelligence on Attitude toward Organizational Change among Secondary School Teachers. Asian Journal of University Education, 16(2), 36-45. https://doi.org/10.24191/ajue.v16i2.10295 [Google Scholar] [Crossref]

41. Muryanti, E., Pransiska, R., Novrianti, Arkanasya Ummayah, Y., & Noer Azhari Azman, M. (2023). Teachers’ acceptance and readiness to use augmented reality book to teach English vocabulary in kindergartens. JOIV: International Journal on Informatics Visualization, 7(4), 2351. https://doi.org/10.30630/joiv.7.4.02168 [Google Scholar] [Crossref]

42. Nikou, S. A. (2024). Factors influencing student teachers’ intention to use mobile augmented reality in primary science teaching. Education and Information Technologies, 29(12), 15353-15374. [Google Scholar] [Crossref]

43. Nikou, S. A., Perifanou, M., & Economides, A. A. (2021). Towards a teachers’ augmented reality competencies (TARC) framework. In Interactive Mobile Communication, Technologies and Learning (pp. 203-212). Cham: Springer International Publishing.. https://doi.org/10.1007/978-3- 030-96296-8_19 [Google Scholar] [Crossref]

44. Ning, F., Yang, Y., Zhu, T., Bayarmaa, T. I., & Ma, N. (2019, March). Influence of Pre-service and In-service Teachers’ Gender and Experience on the Acceptance of AR Technology. In Foundations and Trends in Smart Learning: Proceedings of 2019 International Conference on Smart Learning Environments (pp. 125-134). Singapore: Springer Singapore. [Google Scholar] [Crossref]

45. Nordin, A., & Ling, L. H. (2011). Hubungan sikap terhadap mata pelajaran sains dengan penguasaan konsep asas sains pelajar tingkatan dua. Journal of Science & Mathematics Educational, 2(2), 89-101. [Google Scholar] [Crossref]

46. Nurhasanah, Z., & Widodo, A. (2019). Augmented Reality to Facilitate Students' Biology Mastering Concepts and Digital Literacy. Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 5(3), 481-488. [Google Scholar] [Crossref]

47. Panagiotopoulos, G., & Karanikola, Z. (2020). Education 4.0 and teachers: Challenges, risks and benefits. December, 1, 1857-7881. https://doi.org/10.19044/esj.2020.vl6n34p108 [Google Scholar] [Crossref]

48. Pedaste, M., Mitt, G., & Jürivete, T. (2020). What is the effect of using mobile augmented reality in K12 inquiry-based learning?. Education Sciences, 10(4), 94. [Google Scholar] [Crossref]

49. Perifanou, M., Economides, A. A., & Nikou, S. A. (2022). Teachers’ views on integrating augmented reality in education: Needs, opportunities, challenges and recommendations. Future Internet, 15(1), 20. https://doi.org/10.3390/fi15010020 [Google Scholar] [Crossref]

50. Pombo, L. (2021). Teachers’ experiences and perceptions regarding mobile augmented reality games: A case study of a teacher training. INTED proceedings. [Google Scholar] [Crossref]

51. Rahmat, M. K., & Mohamad, N. (2021). Modelling the successful integration of mobile augmented reality technology (MART) among Malaysian pre-service teachers. International Journal of Education Psychology and Counseling, 6(38), 57-65. [Google Scholar] [Crossref]

52. Ripsam, M., & Nerdel, C. (2024, January). Teachers’ attitudes and self-efficacy toward augmented reality in chemistry education. In Frontiers in Education (Vol. 8, p. 1293571). Frontiers Media SA. [Google Scholar] [Crossref]

53. Ropawandi, D., Halim, L., & Husnin, H. (2022). Augmented reality (AR) technology-based learning: the effect on physics learning during the covid-19 pandemic. International Journal of Information and Education Technology, 12(2), 132-140. [Google Scholar] [Crossref]

54. Saforrudin, N., Badioze Zaman, H., & Ahmad, A. (2011). Technical skills in developing augmented reality application: Teachers’ readiness. https://doi.org/10.1007/978-3- 642-25200-6_34 [Google Scholar] [Crossref]

55. Safri, U. S. A., & Jamaludin, K. A. (2022). PAK 21 Skills and The Challenges of Its Integration During Teaching and Facilitation Session (PDPC). International Journal of Academic Research in Progressive Education and Development, 11(4), 109-126. https://doi.org/10.6007/ijarped/v11-i4/15031 [Google Scholar] [Crossref]

56. Salehi, N. (2025). Teaching vocabulary with augmented reality: voices from junior high school English teachers. Discover Education, 4(1), 230. [Google Scholar] [Crossref]

57. Samad, S., Nilashi, M., Abumalloh, R. A., Ghabban, F., Supriyanto, E., & Ibrahim, O. (2021). Associated Advantages and Challenges of Augmented Reality in Educational Settings: A Systematic Review. Journal of Soft Computing & Decision Support Systems, 8(1). [Google Scholar] [Crossref]

58. Scherer, R., & Teo, T. (2019). Unpacking teachers’ intentions to integrate technology: A meta-analysis. Educational Research Review, 27, 90-109. [Google Scholar] [Crossref]

59. Schmid, M., Brianza, E., & Petko, D. (2020). Schmid, M., Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967. https://doi.org/10.1016/j.compedu.2020.103967. [Google Scholar] [Crossref]

60. Sung, N. J., Ma, J., Choi, Y. J., & Hong, M. (2019). Real-time augmented reality physics simulator for education. Applied Sciences (Switzerland), 9(19). [Google Scholar] [Crossref]

61. Tiede, J., Grafe, S., & Mangina, E. (2022, May). Teachers’ attitudes and technology acceptance towards ar apps for teaching and learning. In 2022 8th International Conference of the Immersive Learning Research Network (iLRN) (pp. 1-8). IEEE. [Google Scholar] [Crossref]

62. Tzima, S., Styliaras, G., & Bassounas, A. (2019). Augmented reality applications in education: Teachers point of view. Education Sciences, 9(2), 99. [Google Scholar] [Crossref]

63. Üral, Y., Yalçin, S. A., & Yalçin, P. (2025). Compilation of Augmented Reality Studies Conducted with Teacher Candidates. e-mentor, 108(1). [Google Scholar] [Crossref]

64. Uribe, J., Harmon, D., Laguna, B., & Courtier, J. (2023). Augmented-Reality Enhanced Anatomy Learning (A-REAL): Assessing the utility of 3D holographic models for anatomy education. Annals of 3D Printed Medicine, 9, 100090. https://doi.org/10.1016/J.STLM.2022.100090 [Google Scholar] [Crossref]

65. Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 425-478. [Google Scholar] [Crossref]

66. Wang, X. M., Hu, Q. N., Hwang, G. J., & Yu, X. H. (2023). Learning with digital technology-facilitated empathy: An augmented reality approach to enhancing students’ flow experience, motivation, and achievement in a biology program. Interactive Learning Environments, 31(10), 6988-7004. [Google Scholar] [Crossref]

67. Watson, J. H., & Rockinson-Szapkiw, A. (2021). Predicting preservice teachers' intention to use technology-enabled learning. Computers & Education, 168, 104207. [Google Scholar] [Crossref]

68. Wei, X., Weng, D., Liu, Y., & Wang, Y. (2015). Teaching based on augmented reality for a technical creative design course. Computers & Education, 81, 221-234. [Google Scholar] [Crossref]

69. Weng, C., Otanga, S., Christianto, S. M., & Chu, R. J. C. (2020). Enhancing students’ biology learning by using augmented reality as a learning supplement. Journal of Educational Computing Research, 58(4), 747-770. [Google Scholar] [Crossref]

70. Widiyatmoko, A., Taufiq, M., Wusqo, I. U., Darmawan, M. S., Laksono, A., & Miftakhuljannah, A. (2023, June). Science teacher professional development program on teaching using augmented reality. In THE 8TH INTERNATIONAL CONFERENCE ON MATHEMATICS, SCIENCE AND EDUCATION 2021 (Vol. 2614, No. 1, p. 020030). AIP Publishing LLC. [Google Scholar] [Crossref]

71. Yahya, S. S., Ali, D. F., & Omar, M. (2019). Penggunaan Aplikasi Augmented Reality dalam Topik Litar Asas Elektronik (The Use of Augmented Reality Application in Basic Electronic Circuit Topic). Innovative Teaching and Learning Journal, 3(2). [Google Scholar] [Crossref]

72. Yapici, İ. Ü., & Karakoyun, F. (2021). Using augmented reality in biology teaching. Malaysian Online Journal of Educational Technology, 9(3), 40-51. [Google Scholar] [Crossref]

73. Yunos, M., Akmal, M. A., & Atan, N. A. (2014). Strategi pembelajaran kolaboratif dalam persekitaran autentik bagi pembentukan kemahiran proses sains asas prasekolah menerusi Teknologi Apps. Konvensyen Antarabangsa Jiwa Pendidik, 11-13. [Google Scholar] [Crossref]

74. Zekeik, H., Chahbi, M., Sefian, M. L., & Bakkali, I. (2025). Augmented reality and virtual reality in education: A systematic narrative review on benefits, challenges, and applications. EURASIA Journal of Mathematics, Science and Technology Education, 21(9), em2699. [Google Scholar] [Crossref]

75. Ziden, A. A., Ziden, A. A. A., & Ifedayo, A. E. (2022). Effectiveness of augmented reality (AR) on students’ achievement and motivation in learning science. Eurasia Journal of Mathematics, Science and Technology Education, 18(4), em2097. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study