Embedded system course requires the manifestation of acquired knowledge through the transfer of the relevant skill set in a hands on environment to achieve the respective course outcome. Laboratory skills provide the optimum exposure and experiential learning to obtain real time solutions for real time problems. The present embedded system course mainly focuses on application development rather than hardware abstraction resulting in an incomplete skill set. The proposed solution in the form of Augmented reality interactive table-top environment (ARITE), an assistive learning tool, for freshmen of engineering is designed to explore from hardware abstraction level to application development level. It uses augmented reality-driven pedagogy to help grasp the intricate concepts of embedded systems quickly and seamlessly. This paper focuses on assessing the intent of educators to use the ARITE system in a real-time environment for teaching embedded system courses. The Technology Acceptance Model (TAM) is used to evaluate the parameters such as perceived ease of use, perceived usefulness, attitude towards use, and behavioral intent for educators to use the ARITE. A total of 34 engineering educators involved in this study were introduced to the ARITE system and their input gathered on a seven-point Likert survey questionnaire. The result shows the educators have a positive attitude towards using the ARITE system to teach laboratory skills in embedded system courses. In addition, the future work is to implement ARITE to impart embedded system laboratory courses to students and measure the laboratory skills gained and its impact on cognitive load, learning motivation, self-efficacy and critical thinking.