This investigation elucidates the adoption and integration of Augmented Reality (AR) and Virtual Reality (VR) technologies within educational assessments, focusing on the distinctions between pre-service and in-service teachers. Leveraging an integrated theoretical framework that combines the General Extended Technology Acceptance Model for E-Learning (GETAMEL) with the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), this study rigorously examines the multifaceted factors influencing educators' acceptance and utilization of these emergent technologies. Data were meticulously gathered from a sample of 862 teachers--457 pre-service and 405 in-service--via detailed surveys tailored separately for AR and VR technologies. Employing confirmatory factor analysis and structural equation modeling, the study validates the measurement model and evaluates the hypothesized relationships within the framework. Results underscore significant pathways, accentuating the roles of perceived ease of use, perceived enjoyment, and social influence in shaping educators' intentions to adopt AR and VR technologies. Notably, the analysis reveals divergent perceptions and integration strategies between pre-service and in-service teachers concerning these technologies. While pre-service teachers predominantly value usability and enjoyment, in-service teachers focus on the pragmatic integration and benefits of AR and VR in existing pedagogical practices. The findings furnish critical insights for policymakers, educational technology developers, and practitioners, aiming to amplify the efficacy and appeal of AR and VR applications in educational settings.