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

Bibliographic Data

ID22047274
AuthorsMohsen Ghobadi (0000-0002-5791-2698, UNSW Sydney, corresponding author), Sara Shirowzhan (0000-0003-1511-3617, UNSW Sydney), Mehdi Ghiai (0000-0003-0826-6957, Texas Tech University), Mohammad Mehdi Ghiai (Texas Tech University), Fatemeh Mohammad Ebrahimzadeh (Islamic Azad University, Bojnourd Branch), Faham Tahmasebinia (0000-0002-0730-2998, The University of Sydney)
Year2022
Volume13
Issue1
Pages10
Publication date2022-12-22
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13010010
OpenAlexW4312173749
LanguageEN
Citations received4
References cited58

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

Augmented reality · Higher education · Human–computer interaction · Mathematics education · Novelty · Technology Acceptance Model · Usability · Augmented Reality Applications · Computer Science · Psychology · Social Psychology · Technology Adoption and User Behaviour · Virtual Reality Applications and Impacts

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Open DOIOpen Access