Augmented reality (AR) is increasingly recognized in various fields, especially in educational processes. Previous research has found that learning through AR technology will help students understand knowledge more creatively and reach a high level of commitment to the learning system. In contrast, the acceptance behavior of AR in an educational setting has been examined by a limited amount of research. Therefore, it is necessary to understand the vitality of AR adoption to motivate learners to use this creative technology in education. In this regard, this study determined the factors of AR acceptance based on the technology acceptance model (TAM). A total of 91 surveys were conducted. The results reveal the positive impact of attitude and perceived usefulness (PU) on intentional behavior (BI) in the adoption of AR in education. The proposed model explains 72% of the variance in behavioral intention to use AR in learning