Exploring teacher's motivation to use digital technology in Math education: Augmented reality educational environments

Abstract

Motivating teachers is pivotal for enhancing the quality of education within any educational system, astheirmotivationsignificantlyinfluencesstudents’learningexperiences. Unfortunately, many teachers face challenges in maintaining high levels of motivation, prompting the need to explore the intrinsic factors that contribute to or hinder motivation in their teaching careers. This study aims to investigate teachers’ intrinsic motivation to utilize digital educational technology for teaching mathematics and uncover the factors influencing their motivation. Additionally, the research assesses the user experience with an augmented reality geometry application prototype in the teaching process. The study employs the design science research methodology, where innovative artifacts are created to address research questions and contribute new knowledge. Following a human-centered design approach with three iterations, each subjected to usability testing, the study focuses on secondary school teachers in Kamonyi District, Rwanda, utilizing a purposive sampling method. The research utilizedthePeopleActivityContextandTechnology,TechnologyAcceptanceModel,andTechnology Pedagogy and Content Knowledge frameworks, aimed at guiding organizations in designing interactive systems that prioritize user needs, foster satisfaction, and enrich the overall user experience. The literature review enhances understanding of motivation, pedagogy, and digital visualization tools in education. Data were collected through documents review, survey questionnaires, observation, and interviews, with qualitative data analyzed using thematic analysis and NVIVO software. Study findings indicate that some teachers exhibit the capability to select suitable educational technologiesthateffectivelyenhanceengagementamongeducatorsandstudentsduringlearningperiods. Furthermore, teachers demonstrate proficiency in employing various technology-based pedagogical approaches in their teaching activities. All teachers express a willingness to undergo regular training on digital teaching methods to become familiar with the contextual use of educational technology. The study underscores the importance of an autonomy-supportive motivation style that respects individual autonomy, competence, and a sense of relatedness, contributing to increased intrinsic motivation