Acceptance of augmented reality in video conference based learning during COVID-19 pandemic in higher education

Abstract

Three years after the COVID-19 pandemic emerged, we have adapted to the new normal, especially in the education field. Learning with video conferences has become our daily activity, and learning tools have gotten more prominent attention to gain student engagement, especially in emergency remote teaching (ERT). Since the trends of metaverse campaigns by meta, augmented reality (AR) has increased recognition in education contexts. However, very little research about the acceptance of augmented reality in video conferences, especially among university students. This paper aims to measure acceptance of AR in video conferences to motivate and inspire students to gain benefits and get impactful technology in the learning process. The research gathered data from a survey of 170 university students (from 5 majors in the study program and 17 different demographic areas) using unified theory of acceptance of technology 2 (UTAUT2). The result reveals that variables significantly impact acceptance: performance expectancy, hedonic motivation, and habit. The least significant but still positive effects are effort expectancy, social influence, and facilitating conditions. The study will provide helpful information on AR technology in video conferences and help top-level management in the university that provides online/distance learning in the early diffusion stage for metaverse in education.

Anatomy in the metaverse: Exploring student technology acceptance through the UTAUT2 model

“…In contrast, Sunardi et al (2022) demonstrated that hedonic motivation is a significant predictor of behavioral intention in their study, which focused on augmented reality, and participants agreed that the environment was enjoyable and pleasurable. Similarly, Mustafa et al (2022), in their study to determine consumers' usage and acceptance levels of 5G technologies, found that hedonic motivation influenced behavioral intention.…”

“…In the study on online theater applications, Aranyossy (2022) Sunardi et al (2022) also found that habit significantly influences behavioral intention in their study. Similarly, Aranyossy (2022), in his study on digital entertainment technologies, found that habit is an important variable that affects both behavioral intention and usage.…”

“…In contrast, Yang et al (2022) obtained a different result in their study on the metaverse, where they did not find significant support for this hypothesis. Similarly, Sunardi et al (2022), who examined augmented reality and video presentations using the UTAUT2 model, found that social influence did not significantly affect behavioral intention.…”

Implementation of blended learning approach in teaching introductory computer science course

“…Accorriding to Braiki et al [23], the major ICT issues in the education area are inadequate knowledge and practice of ICT in education, lack of reliablity to use the computer in the classroom and lack of practical skills make ICT difficult to use in education. Many universities seek solutions to support teaching and learning activities in preparation for new normal activities after the COVID-19, especially in higher education [24], the implication of this study will be used to consider top-level adminstration in a university that conducts full online/distance learning. Implementation of massive open online course (MOOC) in several countries can be considered.…”

Machine learning with task-technology fit theory factors for predicting students’ adoption in video-based learning

“…Video content, also known as video-based learning [3] has been used in online learning for a long time. The educators create video content as a teaching tool because it able to increase students' knowledge and understanding [4] and improve their study habits [5].…”