Virtual and Augmented Reality (VR and AR) are recognized for their potential in education, yet their widespread adoption remains limited, primarily due to challenges in content creation, especially in Extended Reality (XR). This paper presents an acceptability study of HELP XR, an authoring tool aimed at simplifying XR content creation. Following the Design Science Research Paradigm, we assessed educators' attitudes towards technology using the Greek Computer Attitudes Scale (GCAS), followed by an evaluation of HELP XR's acceptability using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework. Our study with 14 participants revealed positive attitudes towards computers, with high ratings in effort expectancy and facilitating conditions for HELP XR. These findings indicate its potential to ease XR content creation barriers in educational settings.
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Gabriel et al. (2024) studied this question.
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