Usage of augmented reality (AR) and development of e-learning outcomes: An empirical evaluation of students’ e-learning experience

Baabdullah, Abdullah M.; Alsulaimani, Abdulellah A.; Allamnakhrah, Alhasan; Alalwan, Ali Abdallah; Dwivedi, Yogesh K.; Rana, Nripendra P.

doi:10.1016/j.compedu.2021.104383

Cited by 67 publications

(40 citation statements)

References 149 publications

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“…Based on the information presented in Appendix (1), to the best of our knowledge, there have only been two studies in this area from Palestine and Saudi Arabia that have been published in peer-reviewed journals. Both of these published articles from the Arab world focus on the role of technostress and its impact on the participants’ continued intention to use new technology such as augmented reality (Baabdullah et al, 2022 ) and mobile technology (Khlaif et al, 2022 ). It is worth noting that one study, Qi ( 2019 ), found that using mobile devices for academic purposes had no impact on technostress, which is inconsistent with previous findings (e.g., Camarena & Fusi, 2022 ; Abd Aziz & Yazid, 2021 ; Apple & Mills, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The findings of previous studies in different contexts have revealed that due to the continuous emergence and upgrades of ICT devices and applications, users are required to spend more time and effort to learn how new technologies work and how to use them (Maier et al, 2015 ; Joo et al, 2016 ; Qi, 2019 ; Tarafdar et al, 2010 ). Moreover, stress due to using new technology has been shown to have a negative influence on instructors’ intentions to accept and integrate ICT in teaching (Baabdullah et al, 2022 ; Joo et al, 2016 ; Khlaif et al, 2022 ). However, few studies have provided insight into the factors that influence technostress in instructors and how it may be effectively reduced (Salo et al, 2022 ).…”

Section: Teachers’ Technostressmentioning

confidence: 99%

“…Few studies have explored the reasons behind teachers’ experiences of technostress in various contexts, including higher and public education (Joo et al, 2016 ; Çoklar et al, 2017 ; Chou & Chou, 2021 ; Baabdullah et al, 2022 ). In addition, researchers have developed a variety of technostress scales for detecting technostress levels (Çoklar et al, 2017 ; Li & Wang, 2021 ; Özgür, 2020 ).…”

Section: Factors Influencing Technostressmentioning

confidence: 99%

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Factors Influencing Teacher’s Technostress Experienced in Using Emerging Technology: A Qualitative Study

et al. 2022

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In this era of rapid technology growth, many countries have begun to adopt emerging technologies into their educational systems to improve learning outcomes. The aim of this study is to explore the factors influencing teachers’ experiences of technostress while using new technology in academic classrooms and how it might be mitigated. Prior research has not focused on how technostress develops among individuals over time or how it can be mitigated in an individual context; the intention of this study is to contribute to the technostress literature in these particular areas. To address the research gap, we conducted a qualitative study that collected data through the use of an open-ended question questionnaire. Seventy teachers of different backgrounds and locations responded to the survey. We used thematic analysis to analyze their responses and reveal how lack of school support and their professional identities influence their levels of technostress. Technology characteristics, including the complexity and the benefits of a given technology, and privacy concerns play a crucial role in teachers’ experiences of technostress. Moreover, we found that colleague support in using new technology and open educational resources each contributed to mitigating teachers’ technostress levels. Our study extends technostress research to examine a new learning environment and context. This focus allowed us to highlight the need to develop open educational resources and better social support structures for teachers and to rethink the professional identities of developing teachers to mitigate their levels of technostress. Suggestions for further research that resulted from this work include using a mixed methods research approach in future studies and including more teachers in future work to determine the relationships among the factors identified by this study.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Teachers’ Technostressmentioning

confidence: 99%

Section: Factors Influencing Technostressmentioning

confidence: 99%

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Factors Influencing Teacher’s Technostress Experienced in Using Emerging Technology: A Qualitative Study

et al. 2022

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“…At that time, the virtual reality system was highly complex 5 – 7 . Later, people combine virtual reality technology with education, and find that this model can greatly improve the attractiveness of learning content and learners’ learning motivation, so virtual reality technology is gradually applied to professional education and training 8 – 10 . The application of virtual reality technology in teaching is mainly to make participants vividly feel the scenes similar to reality, and bring a more positive impact to participants’ learning.…”

Section: Introductionmentioning

confidence: 99%

A virtual simulation experiment platform of subway emergency ventilation system and study on its teaching effect

Dong

Wang

2022

Sci Rep

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For safety engineering majors, it is very important to cultivate the practical ability of professional talents. Due to the difficulty of conducting experiments in dangerous environments, a virtual simulation experiment teaching platform was established. The platform allowed students to understand the structure of the subway ventilation room, and master the control requirements of the ventilation system in the event of sudden fire, blockage, and failure in the subway. Its construction used technologies such as 3D modeling, human–computer interaction, and VR. To test the teaching effect of the simulation experiment platform, two indexes of operating skills and cognitive load were selected to study and analyze the experimental results of students. The research adopts the method of stratified sampling, 46 boys and 10 girls were selected from the first-year students majoring in safety engineering, and they were randomly divided into experimental group and control group, with 23 boys and 5 girls in each group. The experimental group used the simulation platform for teaching, while the control group used the traditional teaching method. The score of the assessment module in the platform was taken as the index of students’ operating skills, and the cognitive load test was carried out by questionnaire to test the teaching effect. The test module scores showed that the average score of the experimental group was 32.79 points higher than that of the control group, and the results of the cognitive load test questionnaire showed that the experimental group scored 35.14% lower than the control group. The research shows that the virtual simulation experiment has a stronger teaching effect than the field experiment.

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“…-Material collecting: after carrying out the design stage, the authors collected material from several journals related to the implementation of AR in tourist objects that were made visually using AR [22], [23]. As for pictures of historical monument objects, it can be obtained from the location of the object that the author planned.…”

mentioning

confidence: 99%

Implementation of augmented reality on historical monuments in Gorontalo Province

Kaluku

Pakaya

Punu

2022

IJEECS

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Several historical monument buildings in the city of Gorontalo with important colonial historical features have been designated as cultural reserves. The unavailability of information media that can be accessed by visitors so that visitors do not know in detail about the historical place visited, by implementing augmented reality (AR) technology as access to information media using multimedia development life cycle (MDLC) methods, visitors can access information freely and in real time, by presenting information and also displaying three-dimensional (3D) monument buildings with android devices. Based on research conducted, the design of AR applications is used to create an information media, and also one of the methods of introducing gorontalo historical monuments that can be used for prospective visitors outside the area and within the area. Implementing AR on historical monuments in Gorontalo Provides a new alternative, in utilizing technology by providing an information medium for historical monuments in Gorontalo.

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Usage of augmented reality (AR) and development of e-learning outcomes: An empirical evaluation of students’ e-learning experience

Cited by 67 publications

References 149 publications

Factors Influencing Teacher’s Technostress Experienced in Using Emerging Technology: A Qualitative Study

Factors Influencing Teacher’s Technostress Experienced in Using Emerging Technology: A Qualitative Study

A virtual simulation experiment platform of subway emergency ventilation system and study on its teaching effect

Implementation of augmented reality on historical monuments in Gorontalo Province

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