Augmented Reality Applications in Education and Examining Key Factors Affecting the Users’ Behaviors

Abstract

Augmented Reality (AR) is increasingly influential in education. AR technology allows users to learn and practice in a simulated environment that enables repetition, correction, and failure without risk. The present study evaluated users’ attitudes towards using AR for learning complex tasks. The users are asked to interact with an AR Piling (ARP) application that shows various steps of a construction process. A set of selected practitioners and students used the application, and the evaluation involved various participants of different genders and backgrounds. A questionnaire was designed and data was collected through an online survey based on the Technology Acceptance Model (TAM). The model is modified considering education practices and adjusted to an AR app for learning purposes. The novelty of the model lies in various constructs such as technical quality, social influence, perceived immersion, learning, and perceived enjoyment. 200 responses were obtained and used for evaluating the proposed model. The attitude toward using AR and the perceived usefulness of AR were the two factors that determined the participants’ behavioral intention to use ARP. Respondents showed a high level of acceptance for AR. In education and higher learning contexts, the findings of this study contribute to a deeper understanding of how AR is accepted in complex learning environments. The study allows us to extend the TAM by examining how AR technology can be applied to teaching in universities and unpack the ways in which gender influences learning through AR application.

Evaluating the Use of Mixed Reality in CSI Training Through the Integration of the Task-Technology Fit and Technology Acceptance Model

“…Conversely, prior research that Ghobadi, et al [146] conducted identified a robust connection between IM and PEOU, inferring that high levels of immersion facilitated users in adopting new technology, thereby enhancing PEOU. In conditions of heightened immersion, technology is perceived as user-friendly and contextually pertinent, underscoring the potential significance of immersion in shaping ease of use.…”

“…In conditions of heightened immersion, technology is perceived as user-friendly and contextually pertinent, underscoring the potential significance of immersion in shaping ease of use. Ghobadi, et al [146] also reported a robust positive interrelation between IM and PEOU, evidencing direct positive correlations between IM and PEOU. This study also found that IM has a positive significant influence on PI, thereby confirming the hypothesised relationship between IM and PI.…”

An Investigation into whether Applying Augmented Reality (AR) in Teaching Chemistry Enhances Chemical Cognitive Ability

“…Concerning the ability to absorb lessons, the use of AR in education has been found to be effective in enhancing learning achievement, particularly appealing to the younger generation (Ghobadi et al, 2022). S1 remarked: "I easily understand how covalent bonds and ions are formed after watching the simulation."…”

Factors influencing student teachers’ intention to use mobile augmented reality in primary science teaching

“…Despite the significance of AR, very little research exists about perceived immersion in the context of educational mobile augmented reality. Ghobadi et al (2023) have found that construction engineering students' perceived immersion affects their perceived ease of use. Salar et al (2020) identified that one dimension of immersion, namely the focus of attention (Georgiou & Kyza, 2017), influences science education students' flow experiences.…”

“…If users believe an information system is helpful and simple to use, they are more likely to use it. Most studies in the area of mobile AR have found that perceived ease of use and perceived usefulness have a significant impact on the behavioral intention to use (Ghobadi et al, 2023;Guest et al, 2018). Studies on student teachers' intention to use mobile AR also confirm this finding (Ateş & Garzón, 2022;Faqih & Jaradat, 2021;Ibili et al, 2019;Mikropoulos et al, 2022;Ning et al, 2019).…”