Gender Differences in Perceptions of Conventional Video, Virtual Reality and Augmented Reality

Dirin, Amir; Alamäki, Ari; Suomala, Jyrki

doi:10.3991/ijim.v13i06.10487

Cited by 45 publications

(31 citation statements)

References 9 publications

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“…Previously, males were believed to be more willing to use and adapt more quickly to new technologies [ 37 ], while other studies observed no gender differences [ 38 , 39 ]. The findings of this study partially align with those of a recent study by Drin, Alamaki, and Soumala [ 40 ], which reported greater interest among females toward new technology. Novelty effects might be related to the lower usability scores of participants with previous experience; this may be related to prior experience negatively affecting attitudes toward the present experience [ 41 ].…”

Section: Discussionsupporting

confidence: 90%

Adaptation of Extended Reality Smart Glasses for Core Nursing Skill Training Among Undergraduate Nursing Students: Usability and Feasibility Study

Kim¹,

Lee²,

Yoon³

et al. 2021

J Med Internet Res

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Background Skill training in nursing education has been highly dependent on self-training because of Korea’s high student-faculty ratio. Students tend to have a passive attitude in self-practice, and it is hard to expect effective learning outcomes with traditional checklist-dependent self-practice. Smart glasses have a high potential to assist nursing students with timely information, and a hands-free device does not interrupt performance. Objective This study aimed to develop a smart glass–based nursing skill training program and evaluate its usability and feasibility for the implementation of self-practice. Methods We conducted a usability and feasibility study with 30 undergraduate nursing students during a 2-hour open lab for self-practice of core nursing skills, wearing smart glasses for visualized guidance. The usability test was conducted using a 16-item self-reporting questionnaire and 7 open-ended questions. Learning satisfaction was assessed using a 7-item questionnaire. The number of practice sessions was recorded, and perceived competency in core nursing skills was measured before and after the intervention. At the final evaluation, performance accuracy and time consumed for completion were recorded. Results Smart glass–assisted self-practice of nursing skills was perceived as helpful, convenient, and interesting. Participants reported improved recollection of sequences of skills, and perceived competency was significantly improved. Several issues were raised by participants regarding smart glasses, including small screen size, touch sensors, fogged lenses with masks, heaviness, and heat after a period of time. Conclusions Smart glasses have the potential to assist self-practice, providing timely information at students’ own paces. Having both hands free from holding a device, participants reported the convenience of learning as they could practice and view the information simultaneously. Further revision correcting reported issues would improve the applicability of smart glasses in other areas of nursing education.

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Section: Discussionsupporting

confidence: 90%

Adaptation of Extended Reality Smart Glasses for Core Nursing Skill Training Among Undergraduate Nursing Students: Usability and Feasibility Study

Kim¹,

Lee²,

Yoon³

et al. 2021

J Med Internet Res

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“…In other words, boys are more likely to use AR materials in basic design courses than girls, echoing the study of Echeverría et al [63]. Nowadays, with the development of technology, girls may be more receptive to new technologies than boys, as Dirin et al found that girls had a more positive attitude towards the experience of using new technologies (VR and AR) than boys [64]. There are no significant differences in the three factors across subjects and grades, but the mean number shows that students are generally receptive to learning with AR materials.…”

Section: Discussionmentioning

confidence: 81%

Continuance Intention of Augmented Reality Textbooks in Basic Design Course

et al. 2021

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The Basic Design course can help students understand design principles and visual art elements It is a compulsory basic course for the department of art and design in many universities. In recent years, Augmented Reality (AR) technology has found its way into the field of design education and has become a popular textbook tool in teaching courses. There are not many pieces of research on the application of AR in design courses. Therefore, this study attempts to explore the factors that affect students’ acceptance of AR textbooks in Basic Design course and their continuance intention for AR textbooks. This study first focused on students with experience in using AR textbooks. Open-ended questions were used to collect factors that allow AR textbooks to be used in the design curriculum; then questionnaire surveys and factor analysis were conducted and the research hypotheses are presented. Then, the research hypotheses were verified through reliability and validity as well as structural equation modeling. Three factors and 15 items for students to accept AR textbooks in the Basic Design course were summarized in the research results, including the three factors named “Visual Attraction”, “Knowledge-ability”, and “Situational Experience”. The analysis of differences showed significant differences in gender among these three factors and no significant differences between grades and departments. Also, it was found from the analysis results of the structural equation model that the factors of “Visual Attraction” and “Knowledge-ability” both had a positive effect on the continuance intention, of which “Knowledge-ability” was the most important influencing factor. The results of this study can help the application and development of AR textbooks in the Basic Design course.

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“…The relationships between the gender and user experiences of different applications are reported in another article (Dirin et al, 2019) and are thus excluded from this one.…”

Section: Discussionmentioning

confidence: 99%

“…We also ran a correlation analysis to understand the connections between all variables. The relationships between the gender and user experiences of different applications are reported in another article (Dirin et al , 2019) and are thus excluded from this one.…”

Section: Research Methods and Datamentioning

confidence: 99%

Students' expectations and social media sharing in adopting augmented reality

Alamäki

Dirin

Suomala

2021

IJILT

Self Cite

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PurposeThis study examines students' emotional responses to augmented reality (AR) applications and their willingness to share on social media. It also compares user experiences of AR and virtual reality (VR).Design/methodology/approachIn line with expectation disconfirmation theory, the study focuses on students' experiences in the post-adoption situation where they had gained actual experiences of AR applications. The participants in this case study included 100 undergraduate students from higher educational institutes.FindingsAugmentation as a value-creating mechanism seems to create surprising emotional reactions, as it created completely new and unexpected experiences for first-time users. This study also shows that positive user experiences increased the students' willingness to share AR content on social media channels. In addition, AR seems to be easier to adopt than does VR with “cardboard-style” VR headsets.Research limitations/implicationsMore research is needed to determine which specific features of AR applications and pedagogical methods create positively surprising emotional experiences that affect rewarding learning experiences and social media sharing.Practical implicationsThe results of this study allow designers and educators to select educational technologies that emotionally engage students to use and share them. Positively surprising emotional experiences are important for rewarding learning experiences. The findings also provide hints on the future preferences of new AR users.Originality/valueThis study created a new understanding of the emotional determinants of AR adoption and sharing on social media.

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Gender Differences in Perceptions of Conventional Video, Virtual Reality and Augmented Reality

Cited by 45 publications

References 9 publications

Adaptation of Extended Reality Smart Glasses for Core Nursing Skill Training Among Undergraduate Nursing Students: Usability and Feasibility Study

Adaptation of Extended Reality Smart Glasses for Core Nursing Skill Training Among Undergraduate Nursing Students: Usability and Feasibility Study

Continuance Intention of Augmented Reality Textbooks in Basic Design Course

Students' expectations and social media sharing in adopting augmented reality

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