Applying the technology acceptance model to understand maths teachers’ perceptions towards an augmented reality tutoring system

Ibili, Emin; Resnyansky, Dmitry; Billinghurst, Mark

doi:10.1007/s10639-019-09925-z

Cited by 81 publications

(42 citation statements)

References 53 publications

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“…Essentially, the extension factors of the TAM can be divided into three groups: personal factors, such as age or experience with the technology; organizational factors, such as user training or support; and technology-related factors, such as the completeness of the information provided [15,18]. Based on the TAM, there are studies that investigate the acceptance of learning apps [19], learning management systems [20], medical technologies [21,22], social media [23], computer-and web-based learning environments [24,25], augmented reality technology [26], as well as desktop-based virtual environments [27,28].…”

Section: Technology Acceptancementioning

confidence: 99%

Which Factors Promote and Inhibit the Technology Acceptance of Immersive Virtual Reality Technology in Teaching-Learning Contexts? Results of an Expert Survey

Pletz

2021

Int. J. Emerg. Technol. Learn.

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Although immersive virtual reality (IVR) is now accessible for large-scale use due to rapid technological developments, there appear to be few organizations in the German-speaking countries that are already actively using this technology on a large scale in education and training. Therefore, little is known about the technology acceptance. Questions arise as to how the technology acceptance can be explained and which technology-specific influencing factors can be identified in the field of training. 15 persons from 13 organizations, who are experienced with use of IVR in teaching-learning contexts such as training, were interviewed in an expert survey to identify promoting and inhibiting aspects of the technology acceptance of IVR in teaching-learning contexts. The results provide information about personal, organizational and technology-related promoting and inhibiting aspects for trainers and training participants. Furthermore, general aspects which are decisive for future use in the companies are derived.

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Section: Technology Acceptancementioning

confidence: 99%

Which Factors Promote and Inhibit the Technology Acceptance of Immersive Virtual Reality Technology in Teaching-Learning Contexts? Results of an Expert Survey

Pletz

2021

Int. J. Emerg. Technol. Learn.

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“…Ibili et al [ 25 ] developed a mobile AR application to teach geometry, and examined the mathematics teachers’ level of acceptance of the tutoring system. The authors extended the TAM model by including the external variables of anxiety, social norms, and satisfaction.…”

Section: Literature Reviewmentioning

confidence: 99%

Measuring User Experience, Usability and Interactivity of a Personalized Mobile Augmented Reality Training System

Papakostas

Troussas

Krouska

et al. 2021

Sensors

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Innovative technology has been an important part of firefighting, as it advances firefighters’ safety and effectiveness. Prior research has examined the implementation of training systems using augmented reality (AR) in other domains, such as welding, aviation, army, and mathematics, offering significant pedagogical affordances. Nevertheless, firefighting training systems using AR are still an under-researched area. The increasing penetration of AR for training is the driving force behind this study, and the scope is to analyze the main aspects affecting the acceptance of AR by firefighters. The current research uses a technology acceptance model, extended by the external constructs of perceived interactivity and personalization, to consider both the system and individual level. The proposed model was evaluated by a sample of 200 users, and the results show that both the external variables of perceived interactivity and perceived personalization are prerequisite factors in extending the TAM model. The findings reveal that the usability is the strongest predictor of firefighters’ behavioral intentions to use the AR system, followed by the ease of use with smaller, yet meaningful, direct and indirect effects on firefighters’ intentions. The identified acceptance factors help AR developers enhance the firefighters’ experience in training operations.

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“…As mentioned before in H2: Attitude influences Students' Satisfaction to use e-learning [11] [12] [13]. On the other hand, some studies, such as [6] and [14] argue that attitude is satisfaction's consequences. Amoroso and Lim [15] support the opinion of satisfaction as a consequence of attitude.…”

Section: Ease Of Use Attitude and Satisfactionmentioning

confidence: 91%

“…This study follows Bhattacherjee [5], who defines satisfaction as a personal feeling towards comparing expectations and reality of using a system. In term of education, student's satisfaction is determined by various factors such as Usefulness, Ease of Use [6] [7] [8], Service Quality [9], Perceived Value [10], and Attitude [11] [12] [13]. This study examined the effect of Ease of Use and Attitude toward Satisfaction.…”

Section: Satisfaction and Antecedentsmentioning

confidence: 99%

Examination of Business Student’s Satisfaction to Use E-Learning; Empirical Study during Covid 19-Pandemic in Universitas Andalas

Yeni¹,

Pujani²

2021

Advances in Social Science, Education and Humanities Research

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This study examines the influence of Ease of Use and Attitude toward Students' Satisfaction to Use e-learning. Four hypotheses are proposed to investigate the linkage of three variables. Data were collected by using Google form. One hundred thirty-five students of the Accounting and Management Study Program in the Economics Faculty of Universitas Andalas participated in this study. The data were analyzed with Smart PLS. The result indicates that Ease of Use and Attitude influence Students' Satisfaction and Ease of Use also influence Attitude toward using e-learning. Moreover, this study also confirms that Attitude plays a role in mediating the relationship between Ease of Use and Students' Satisfaction to use e-learning. Research implication suggests that under forced conditions in COVID 19 pandemic, students are satisfied with using e-learning. To increase students' satisfaction, it is suggested to institution that e-learning system should be easy to use.

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Applying the technology acceptance model to understand maths teachers’ perceptions towards an augmented reality tutoring system

Cited by 81 publications

References 53 publications

Which Factors Promote and Inhibit the Technology Acceptance of Immersive Virtual Reality Technology in Teaching-Learning Contexts? Results of an Expert Survey

Which Factors Promote and Inhibit the Technology Acceptance of Immersive Virtual Reality Technology in Teaching-Learning Contexts? Results of an Expert Survey

Measuring User Experience, Usability and Interactivity of a Personalized Mobile Augmented Reality Training System

Examination of Business Student’s Satisfaction to Use E-Learning; Empirical Study during Covid 19-Pandemic in Universitas Andalas

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