Exploring inService Teachers Acceptance of Augmented Reality Augmented reality (AR) is an emerging technology that has been shown to have positive impact on the cognitive and affective learning outcomes for students of all grades. However, the use of AR has been limited to selfstudy space in India and not percolated into school classrooms. A precondition for this to happen is teacher acceptance of AR as a teaching resource. In this paper, we report a pilot study done with six secondary school teachers to test their acceptance of AR through semistructured interviews. These interviews explored teachersu0027 AR acceptance, based on the three core constructs of the Technology Acceptance Model (TAM2) xe2x80x93 perceived usefulness, perceived ease of use and behavioral intention to use. Thematic analysis of interviews show teachers have positive acceptance for AR. The analysis also throws light on two additional contextual factors that govern teachersu0027 intention to use and the type of teacher support needed for effective integration of AR in school education in India. The findings of this paper will be of interest to AR researchers and learning solutions companies.

Collaborative Approaches to ProblemSolving on Lines and Angles Using Augmented Reality The concepts of 2D geometry are often taught in classrooms without the analysis of the learnersu0027 understanding and interpretation of the existence of the concepts in natural surroundings. To bring in active participation of the students while they realize the practical application of the taught concepts, we have designed a module on Lines and Angles of an Augmented Reality (AR) intervention named ScholAR. Using ScholAR, the students can interact with an augmented 3D object. They can recall, visualize, identify the type of angle and then mark it by drawing on that 3D object. We performed a comparative study with 21 participants (6 dyads and 9 individuals) of 8th grade. In this paper, we report: 1) the perspectives of the students on their experience of performing the AR learning activities individually and in dyads, 2) the studentsu0027 approaches while solving the AR learning activities, and 3) their motivation of using ScholAR. We found that 90.4% of the total participants preferred to perform the AR learning activities in collaboration. At xcexb10.05 (t2.21, p0.048), the performance of the dyads was significantly higher after using ScholAR. The usability and motivation level scores, however, were higher for the individuals (70.28; M4.07) as compared to the dyads (65.23; M3.94).