Expectancy from, and acceptance of augmented reality in dental education programs: A structural equation model

Abstract

ObjectiveDental schools need hands‐on training and feedback. Augmented reality (AR) and virtual reality (VR) technologies enable remote work and training. Education programs only partially integrated these technologies. For better technology integration, infrastructure readiness, prior‐knowledge readiness, expectations, and learner attitudes toward AR and VR technologies must be understood together. Thus, this study creates a structural equation model to understand how these factors affect dental students' technology use.MethodsA correlational survey was done. Four questionnaires were sent to 755 dental students from three schools. These participants were convenience‐sampled. Surveys were developed using validity tests like explanatory and confirmatory factor analyses, Cronbach's ɑ, and composite reliability. Ten primary research hypotheses are tested with path analysis.ResultsA total of 81.22% responded to the survey (755 out of 930). Positive AR attitude, expectancy, and acceptance were endogenous variables. Positive attitudes toward AR were significantly influenced by two exogenous variables: infrastructure readiness (B = 0.359, β = 0.386, L = 0.305, U = 0.457, p = 0.002) and prior‐knowledge readiness (B = −0.056, β = 0.306, L = 0.305, U = 0.457, p = 0.002). Expectancy from AR was affected by infrastructure, prior knowledge, and positive and negative AR attitudes. Infrastructure, prior‐knowledge readiness, and positive attitude toward AR had positive effects on expectancy from AR (B = 0.201, β = 0.204, L = 0.140, U = 0.267, p = 0.002). Negative attitude had a negative impact (B = −0.056, β = −0.054, L = 0.091, U = 0.182, p = 0.002). Another exogenous variable was AR acceptance, which was affected by infrastructure, prior‐knowledge preparation, positive attitudes, and expectancy. Significant differences were found in infrastructure, prior‐knowledge readiness, positive attitude toward AR, and expectancy from AR (B = 0.041, β = 0.046, L = 0.026, U = 0.086, p = 0.054).ConclusionInfrastructure and prior‐knowledge readiness for AR significantly affect positive AR attitudes. Together, these three criteria boost AR's potential. Infrastructure readiness, prior‐knowledge readiness, positive attitudes toward AR, and AR expectations all increase AR adoption. The study provides insights that can help instructional system designers, developers, dental education institutions, and program developers better integrate these technologies into dental education programs. Integration can improve dental students' hands‐on experience and program performance by providing training options anywhere and anytime.