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Google glass adoption in the educational environment: A case study in the Gulf area

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Abstract

The rapid changes in recent years witnessed the development of technology-based education environment where teachers and learners can interact by adopting Information and Communication Technology (ICT) such as Google Glass. However, few educational universities and colleges have adopted Google Glass in their educational institutions. The reason behind this tendency is that the integration of the technology phenomenon has not been widely explored. This study is an attempt to investigate Google Glass adoption in the Gulf area. We hypothesized that presenting the teachers and learners with the influential features of Google Glass would change their attitudes towards using Google Glass in educational institutions. This paper reports on the design of a framework that links TAM with other influential factors. In other words, this study examines the integration of the Technology Acceptance Model (TAM) with the well-known effective features of the device, including teaching and learning facilitator and learning motivator, ‘functionality’, and trust and information privacy to enhance communication between teachers and students in the classroom. The total number of questionnaires collected was 968 different universities. Partial Least Squares-Structural Equation Modeling (PLS-SEM) was utilized to investigate the research model based on the student’s data gathered through a survey. The results that motivation, trust & privacy have a significant relationship with perceived usefulness and perceived ease of use of Google Glass. The results also suggested that functionality was significantly associated with the perceived ease of use. Further, perceived usefulness and perceived ease of use were significantly related to the Google Glass adoption. Finally, trust & privacy and the perceived ease of use have a crucial role in supporting the adoption of Google Glass. The practical implications of these findings in relation to future work also presented.

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Authors and Affiliations

  1. English Language & Linguistics, Al-Buraimi University College, Al-Buraimi, Oman

    Rana Saeed Al-Maroof

  2. Department of Languages and Translation, Arar Community College, Arar, Kingdom of Saudi Arabia

    Aseel M. Alfaisal

  3. Research Institute of Sciences and Engineering (RISE), University of Sharjah, Sharjah, United Arab Emirates

    Said A. Salloum

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  1. Rana Saeed Al-Maroof
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  2. Aseel M. Alfaisal
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  3. Said A. Salloum
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Appendix A

Appendix A

1.1 Instrument development

Adoption of Google Glass (GGL)

  • GGL1: I will adopt Google Glass in my future activities assignments as a search tool.

  • GGL2: I will adopt Google Glass in my university daily.

Functionality (FUN)

  • FUN1: Google Glass saves time.

  • FUN2: Google Glass keeps my hand free while studying.

  • FUN3: Google Glass helps in recording my classes.

  • Functionality (MOT)

  • MOT1: I was motivated to study using Google Glass

  • MOT2: I was motivated when Google Glass translate texts easily.

  • MOT3: I was motivated when Google Glass replaces the printed textbooks.

Perceived Ease of Use (PEOU)

  • PEOU1: Goggle Glass makes it easy to do my homework.

  • PEOU2: It is easy to use Google Glass daily.

  • PEOU3: Google Glass has features that can be easily applied.

Perceived Usefulness (PU)

  • PU1: Google Glass helps me in my studies.

  • PU2: Google Glass makes my daily achievements higher.

  • PU3: Google Glass helps me a lot in my flipped classroom.

Trust & privacy (TRUPRV)

  • TRUPRV1: Overall Google Glass is trustworthy.

  • TRUPRV2: Google Glass saves my data safe in my drive.

  • TRUPRV3: Google Glass keeps the privacy of my data and other shared data.

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Al-Maroof, R.S., Alfaisal, A.M. & Salloum, S.A. Google glass adoption in the educational environment: A case study in the Gulf area. Educ Inf Technol 26, 2477–2500 (2021). https://doi.org/10.1007/s10639-020-10367-1

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