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An Extended Acceptance Model for Augmented Reality Educational Applications

An Extended Acceptance Model for Augmented Reality Educational Applications

Alexandru Balog, Costin Pribeanu
Copyright: © 2016 |Pages: 18
ISBN13: 9781522501251|ISBN10: 1522501258|EISBN13: 9781522501268
DOI: 10.4018/978-1-5225-0125-1.ch022
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MLA

Balog, Alexandru, and Costin Pribeanu. "An Extended Acceptance Model for Augmented Reality Educational Applications." Handbook of Research on 3-D Virtual Environments and Hypermedia for Ubiquitous Learning, edited by Francisco Milton Mendes Neto, et al., IGI Global, 2016, pp. 537-554. https://doi.org/10.4018/978-1-5225-0125-1.ch022

APA

Balog, A. & Pribeanu, C. (2016). An Extended Acceptance Model for Augmented Reality Educational Applications. In F. Neto, R. de Souza, & A. Gomes (Eds.), Handbook of Research on 3-D Virtual Environments and Hypermedia for Ubiquitous Learning (pp. 537-554). IGI Global. https://doi.org/10.4018/978-1-5225-0125-1.ch022

Chicago

Balog, Alexandru, and Costin Pribeanu. "An Extended Acceptance Model for Augmented Reality Educational Applications." In Handbook of Research on 3-D Virtual Environments and Hypermedia for Ubiquitous Learning, edited by Francisco Milton Mendes Neto, Rafael de Souza, and Alex Sandro Gomes, 537-554. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0125-1.ch022

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Abstract

Augmented Reality (AR) combines 3D visualization, multimodal interaction, animation and direct manipulation in a hands-on learning experience that is able to enhance the students' motivation to learn. Designers and educators need a deeper understanding of the key factors that drive learners' acceptance and continuing interaction with an AR-based educational system. A concern for educators is to understand how these factors interact and to what extent each factor contributes to the acceptance of the AR technology. This work further extends the technology acceptance model by included three additional constructs that point to the ease of learning how to use an AR-based application (learnability), perceived efficiency, and cognitive absorption. The results show that the perceived enjoyment is the main determinant of the intention to use having a greater positive influence than the perceived usefulness. The perceived efficiency and perceived cognitive absorption have only indirect effects on the intention to use, which are mediated by the perceived usefulness and perceived enjoyment.

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