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Barriers and Facilitators to AR-VR Adoption among teachers in K-12 education: A focus on Flipped Classroom model

Students & Supervisors

Student Authors
Anika Tabassum
Master of Business Administration, FBA
Supervisors
Mehzabul Hoque Nahid
Senior Assistant Professor, Department Head, FBA
Khandakar Tahurul Islam
Lecturer, Faculty, FBA

Abstract

This study investigates the factors influencing K–12 teachers’ readiness to adopt Augmented Reality (AR) and Virtual Reality (VR) technologies in flipped classrooms in Bangladesh. Utilizing the Technology-Organization-Environment (TOE) framework, the research identifies key enablers such as perceived compatibility, decision-maker knowledge, student expectations, and vendor support. Survey responses from 125 teachers reveal that while these factors positively influence AR-VR capability, organizational readiness does not significantly impact adoption. The study applies Partial Least Squares Structural Equation Modeling (PLS-SEM) to validate the conceptual model. Findings highlight the importance of aligning AR-VR tools with existing pedagogical practices and building leadership capacity for technology adoption. This research addresses a significant gap in educational technology literature by focusing on teacher perspectives in a resource constrained context. It provides actionable insights for educators, policymakers, and technology vendors to foster immersive learning environments and enhance student engagement through AR-VR integration in K–12 flipped classrooms.

Keywords

Augmented reality virtual reality technology-organization-environment

Publication Details

  • Type of Publication:
  • Conference Name: 2nd INTERNATIONAL CONFERENCE ON SUSTAINABLE EDUCATION 2025
  • Date of Conference: 24/09/2025 - 24/09/2025
  • Venue: Hybrid
  • Organizer: INTI International University, Malaysia
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