Motivation is an important factor in modern education and it is claimed that a high level of motivation is a prerequisite for success. Augmented reality (AR) technologies are creating a new kind of user experience (UX) able to increase students' interest and engagement in the learning process. This study is one of the few attempts to investigate the role of perceived enjoyment in the students' acceptance of an augmented reality teaching platform (ARTP). Our model captures both extrinsic (perceived usefulness and ease of use) and intrinsic (perceived enjoyment) motivators so that students's intention to use a new learning environment may be explained.. The model was tested by employing structural equation modelling. The results showed that perceived usefulness and perceived enjoyment have a significant impact on the behavioural intention to use ARTP, while perceived ease of use is not a significant direct antecedent. The perceived enjoyment has been proved to be the key influencing factor of intention to use the ARTP.
Augmented reality (AR) is a promising technology for improving the applicative and comprehension skills of students. The ARiSE project developed an Augmented Reality Teaching Platform (ARTP) for secondary schools. A Chemistry learning scenario was implemented that is based on the interaction paradigm "building with guidance". This study aims at assessing the extent to which specific capabilities of the ARTP support the understanding of Chemistry concepts as well as their contribution to the perceived utility. The results of a multiple-regression analysis show that the specific features of the Chemistry scenario enable students to better understand the subject matter with less effort in learning. Overall, the interaction paradigm proved to have a positive influence on the effectiveness and efficiency of the learning process.
The web is continuously growing in content and functionality having an important impact on society. An objective of the Digital Agenda for Europe is to make the web technologies available for all. Recently, a European directive has been issued that requires the accessibility of public websites by September 2020. Given the low accessibility of public websites, systematic evaluation and monitoring strategies are needed. Covering the huge number of public websites with reasonable effort is only possible in a tool-based approach which makes the selection of a suitable tool a critical issue. The goal of this paper is to compare six accessibility evaluation tools as regards the coverage of accessibility-related issues, identification, reporting, and documenting of accessibility errors. The comparison is illustrated with six case studies of Romanian municipal websites. The results show large differences as regards the way of reporting and the number of errors which suggest that only one tool is not enough.
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