The Role of Perceived Enjoyment in the Students’ Acceptance of an Augmented Reality Teaching Platform: a Structural Equation Modelling Approach

Abstract

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 Applications Attitude Scale in Secondary Schools: Validity and Reliability Study

“…AG uygulamalarının öğrenme sürecinde olumlu etkiler oluşturmasında öğrencilerin bu tür uygulamalara yönelik tutumları önemli bir faktör olarak ortaya çıkmaktadır. Alan yazında öğrencilerin AG uygulamalarına ilişkin tutumlarını ortaya çıkarmaya yönelik sınırlı sayıda çalışma yer almaktadır (Balog ve Pribeanu, 2010;Wojciechowski ve Cellary, 2013). Bununla birlikte ortaokul öğrencilerinin tutumlarını ortaya çıkaracak geçerlik ve güvenirlik çalışmaları yapılmış veri toplama araçlarının yer almadığı göze çarpmaktadır.…”

Influence of Specific AR Capabilities on the Learning Effectiveness and Efficiency

“…The quantitative data was further used to estimate the causal relations between various factors influencing the intention to use ARTP (Balog & Pribeanu, 2010). Although this structural model was useful to test several hypotheses the variance explained was small.…”

Utilising Mobile-Augmented Reality for Learning Human Anatomy

“…Therefore, any kind of educational application and domain specific technology must be considered. This enrichment leads to an improvement in learning methods and fosters student motivation and also increases the quality of the learning outcomes (Balog & Pribeanu, 2010;Di Serio et al, 2013;Markwell, 2003). This paper focuses on the development of a prototype educational tablet application called Human Anatomy in Mobile-Augmented Reality (HuMAR) utilizing AR technology.…”

“…In this study, AR technology is presented using a handheld tablet device as the mobile assistive learning tool designed to increase interest and engagement in the learning process (Balog & Pribeanu, 2010). The mobileAugmented Reality (mAR) technology gives the student the opportunity to gain improved access to the subject.…”