Abstract
It is still an open argument that many AR applications in education which require some text on their interfaces impact learning positively. Even though the majority of AR educational tools in public domain contain English-based text, very few Arabic AR tools were adopted for use in teaching and learning, (rephrase the last part, it is not clear). It's not clear whether user's and end-user's adoption of Arabic AR tools for use in teaching and learning is influenced by the system or the environment. That is why this study developed an Arabic alphabet-based AR and examined the subjective involvement on its adoption based on the Technology Acceptance Model (TAM) approach. An interactive experimental evaluation was carried out with the developed app. A sample of 51 participants have participated in the experiment and responded to the structured questionnaire. The analysis of the gathered data indicates that the measures of acceptance and adoption of Arabic Alphabet lies within the Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude toward usage ( AT) and Behavioral Intention (BI). These are indicators which were used in the Technology Acceptance Model (TAM). Hence the findings of this study indicate that PEOU had the strongest impact on PU and both of them influence AT which impact BI of using Arabic Alphabet AR app.