When education meets augmented reality: the research of UEH college of technology and design students’ intention to use augmented reality (ar) in the learning process

Abstract

Augmented Reality (AR) has emerged as a trend in several industries in recent years, with a particular focus on education in countries throughout the world. AR, in conjunction with mobile technology, is regarded as one of the most effective combinations for promoting significant and widespread learning. By applying the Unified Theory of Acceptance and Use of Technology (UTAUT2 Model), this paper examines the factors that impact the attitude and usage intention towards AR in the field of education, specifically UEH College of Technology and Design of UEH University. The role of variables in the UTAUT2 Model is examined, as well as the moderating role of Technology Anxiety on the relationship between AR Attitude and AR usage intention. The research sample was selected using the convenience sampling method. After the survey process, a total of 319 responses were received from participants in this survey. The authors analyze quantitative data, assess measurement scales, and test hypotheses by the Partial Least Squares Structural Equation Model (PLS-SEM). The findings of this study indicate that most hypotheses are accepted, except Effort Expectancy. Performance Expectancy, Social Influence, Facilitating Conditions, Self-efficacy, and Personal Innovativeness all have a positive impact on AR attitude, which leads to AR Usage Intention, particularly, Personal Innovativeness has a particularly strong impact on AR Attitude. Technology Anxiety moderates the relationship between AR Attitude and AR Usage Intention, showing that, while CTD students are open and curious about new technology, they are nevertheless anxious about it. In contrast, Effort Expectancy has no impact on AR Attitude, which is understandable given students' concerns about obtaining AR and learning how to use this technology. Our research findings contribute to the literature on student attitudes and behavior through AR in universities, highlighting the role of variables in the UTAUT2 Model and moderating effect of Technology Anxiety. Furthermore, this paper suggests organizations and universities to take advantage of AR applications in training and building training programs for students, applying practice to the curriculum to improve student learning quality and overall organizational development.