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.

近年来的快速变化见证了基于技术的教育环境的发展，在这种环境中，教师和学习者可以通过采用Google Glass等信息和通信技术（ICT）进行交互。但是，很少有教育大学在其教育机构中采用Google Glass。这种趋势背后的原因是，尚未广泛探索技术现象的整合。这项研究旨在调查Google Glass在海湾地区的采用情况。我们假设向教师和学习者展示Google Glass的影响力功能将改变他们对在教育机构中使用Google Glass的态度。本文报告了将TAM与其他影响因素联系在一起的框架的设计。换一种说法，教学和学习的促进者和学习的动机，“功能”以及信任和信息隐私加强教室中师生之间的交流。收集的问卷总数为968所大学。偏最小二乘-结构方程模型（PLS-SEM）用于基于通过调查收集的学生数据来研究研究模型。动机，信任和隐私与Google Glass的有用性和易用性密切相关。结果还表明，功能与感知的易用性显着相关。此外，感知的有用性和易用性与Google Glass的采用密切相关。最后，信任与隐私以及易于使用的感觉对于支持采用Google Glass至关重要。