Exploring Users’ Behavioral Intention to Adopt Mobile Augmented Reality in Education through an Extended Technology Acceptance Model

Papakostas, Christos; Troussas, Christos; Krouska, Akrivi; Sgouropoulou, Cleo

doi:10.1080/10447318.2022.2062551

Cited by 58 publications

(18 citation statements)

References 39 publications

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“…Por se aproximar do espaço real, aumentando e enriquecendo os detalhes do meio com elementos virtuais, a RA vem sendo utilizada como aliada em diversos estudos na área da educação (JANG et al, 2021), no entanto, sua implementação como uma plataforma de ensino em cursos de nível superior está em fases iniciais (MARKS; THOMAS, 2022). PAPAKOSTAS et al, 2022;JÚNIOR ADAURI et al, 2020;FONSECA et al, 2014). Além disso, programas de RA que utilizam o sistema de visão por vídeo baseado em monitor, utilizados com auxílio de dispositivos móveis, como celulares e tablets, podem ser facilmente empregados nas instituições de ensino, por não demandarem um alto investimento com infraestrutura (SCORTEGAGNA; GONÇALVES, 2018).…”

Section: Realidade Aumentadaunclassified

Uso da realidade aumentada no ensino de projeto de engenharia civil

Azevedo

Lira

Moraes

et al. 2023

arq.urb

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O aumento da complexidade nos projetos de Engenharia trouxe a necessidade do uso de novos métodos de ensino de projetos nos cursos de Engenharia Civil. Com o desenvolvimento tecnológico e a evolução das formas de representação e estudo de projetos de Engenharia, tornou-se possível o emprego de novas ferramentas para visualização de projetos, dentre as quais, a Realidade Aumentada (RA). Esse estudo teve como objetivo realizar uma revisão sistemática da literatura sobre uso da RA como ferramenta para auxiliar o ensino de projeto, no curso de Engenharia Civil. A identificação dos artigos foi realizada em oito bases de dados, resultando em 1.300 artigos. Após a aplicação dos critérios de elegibilidade, 14 artigos foram incluídos para o estudo. A pesquisa evidenciou que apesar do uso da RA possuir grande potencial de impacto no ensino de projeto de Engenharia Civil, essa tecnologia ainda é pouco utilizada em sala de aula, necessitando aprimoramento de softwares e equipamentos. Ademais, a presente revisão sistemática indica possibilidades de uso e limitações da RA, tornando-se uma base para auxiliar a estruturar futuras pesquisas aplicadas na área.

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Section: Realidade Aumentadaunclassified

Uso da realidade aumentada no ensino de projeto de engenharia civil

Azevedo

Lira

Moraes

et al. 2023

arq.urb

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“…According to TAM, PU has a positive effect on ATT and intention to use the technology (Zhou et al, 2022). Similarly, in the educational technology context that many studies have documented PU an important predictor of ATT and intention including mobile technology acceptance (Sungur-Gül, & Ateş, 2021), augmented reality (Papakostas et al, 2022), and adoption of CCtalk (Wang et al, 2022b). Based on these findings, we assume that if pre-service teachers believe that using Web 2.0 technologies increase their performance, their ATTs and intentions to use this technology in education will also increase.…”

Section: Perceived Usefulness (Pu)mentioning

confidence: 99%

The extended technology acceptance model for Web 2.0 technologies in teaching

Şimşek

Ateş

2022

IJTEI

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Web 2.0-based learning enables collaborative learning and knowledge sharing and makes an important contribution to student learning. This study extended the original Technology Acceptance Model (TAM) by considering the effects of tool literacy, metacognitive self-regulation, subjective norm, facilitating conditions, and institutional support to understand pre-service teachers' intentions to use Web 2.0 technology in their courses. The sample data of 318 responses were from pre-service teachers. Structural equation modeling results showed a good fit for the extended model, indicating that metacognitive self-regulation and subjective norm had a significant influence on perceived ease of use and perceived usefulness, while institutional support and enabling conditions were not significantly associated with them. In addition, perceived ease of use and perceived usefulness influenced attitude, which in turn had a significant effect on intention. Furthermore, perceived ease of use, perceived usefulness, and attitude acted as significant mediators of behavioral intention. The indirect effect of perceived ease of use on perceived usefulness and attitude, and the indirect effect of perceived usefulness on attitude were also significant. Overall, the current study helps researchers and practitioners better understand future teachers' intentions to use Web 2.0 technologies in their courses.

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“…Many libraries have already adopted or are in the process to implement AR applications to make their library vibrant to the users’ community (LeMire et al , 2018; Dalili Saleh, 2022; Hussain, 2022). Beyond its widespread use in gaming, AR, with its computerized 3D applications over real things, has the power to provide an interactive learning environment (Dhar et al , 2021; Papakostas et al , 2023). The AR offers an immersive learning platform for students with an enhanced understanding of the complex topic enriched with digital stimuli over a real-life environment.…”

Section: Introductionmentioning

confidence: 99%

Augmented reality applications and the future library

De Sarkar

2023

LHTN

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Purpose This paper aims to investigate how augmented reality (AR) technology is adopted in the library to transform it into an immersive and interactive platform and highlights the future possibilities of the application of AR in libraries. Design/methodology/approach The study examines the current applications of AR in the library by consulting related literature and analyzing different library websites covering diverse geographical areas. Findings The paper with examples summarizes the current library practices of using AR technology and focuses on the AR-supported major library initiatives – right from document tracking, inventory management, wayfinding, supporting innovation and research, developing information literacy skills, etc. Originality/value The paper explores the possibility of improving user experience in the library by introducing AR applications and engaging users in an interactive and captivating environment.

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Exploring Users’ Behavioral Intention to Adopt Mobile Augmented Reality in Education through an Extended Technology Acceptance Model

Cited by 58 publications

References 39 publications

Uso da realidade aumentada no ensino de projeto de engenharia civil

Uso da realidade aumentada no ensino de projeto de engenharia civil

The extended technology acceptance model for Web 2.0 technologies in teaching

Augmented reality applications and the future library

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