HÒ CHÍ MINHBÁO CÁO TÔNG KẾT ĐÈ TÀI NGHIÊN cứu KHOA HỌC THAM GIA XÉT GIẢI THƯỞNG ‘ ’NHÀ NGHIÊN cứu TRẺ UEH” NĂM 2024 WHEN EDUCATION MEETS AUGMENTED REALITY: THE RESEARCH OF UEH COLLEGE O
INTRODUCTION
Research background
Augmented Reality (AR) has seen a surge in popularity across various industries in recent years, distinguishing itself from other technologies in the software sector (Iwona Adamska, 2023; Srivastava).
The Augmented Reality (AR) and Virtual Reality (VR) market is rapidly expanding, with AR software projected to reach a value of USD 13.0 billion by 2024 (Statista, 2023) This growth is attributed to the swift advancements in technology, which have transformed AR from a cutting-edge research concept into a diverse range of practical applications across various industries (Shi & Zhao, 2024).
Augmented reality (AR) is increasingly relevant across various technologies, such as smartphones, tablets, and PCs Its applications are gaining traction among researchers and professionals in diverse fields, including education, healthcare, manufacturing, retail, and urban planning.
Augmented Reality (AR) and Virtual Reality (VR) represent some of the most advanced technological innovations today, with significant potential to transform education (Al-Ansi et al., 2023) In recent years, the popularity of VR and AR in educational settings has surged, providing numerous opportunities for technology-enhanced learning (Tan et al., 2022) AR, in particular, boasts a wide array of applications across various subjects and educational levels (Gomez-Rios et al.).
In 2023, the integration of advanced technologies such as Augmented Reality (AR) and Virtual Reality (VR) is enhancing professional development by connecting traditional classroom training with real-world experiences These innovative technologies are proving beneficial for online, mobile, and blended learning environments As a result, educational institutions are increasingly investing in AR and VR, leading to a significant rise in their application within classrooms.
Augmented Reality (AR) and Virtual Reality (VR) technologies are increasingly being integrated into various educational settings such as scientific centers, libraries, and museums These innovative tools allow students to explore and interact with objects in ways that are impossible in the physical world, enhancing their learning experience.
The Covid-19 pandemic has significantly transformed how individuals live, work, and study, leading to a growing reliance on augmented reality (AR) and virtual reality (VR) technologies These tools have proven essential for fostering connections and enhancing learning experiences during challenging times, particularly in facilitating remote education.
The integration of augmented reality (AR) and virtual reality (VR) in education is still emerging, yet these technologies hold the promise to significantly transform learning experiences, offering advantages for students, educators, and educational institutions alike (Al-Ansi et al., 2023).
Future changes in Vietnamese education will be significantly influenced by the increasing adoption of application software, interactive systems, and content management, driven by advancements in computer hardware, transmission speeds, and intelligent algorithms (Lu, 2023) Research indicates the potential of augmented reality (AR) technology in subjects like math, physics, and biology in Vietnamese schools (Le et al., 2024; Nguyen & Tran, 2023; Nguyen et al., 2023) Despite AR being established in Vietnam, its widespread application remains limited, primarily due to the high costs of hardware and the complexity of AR and VR systems These factors pose challenges for colleges and universities in implementing the technology effectively (Al-Ansi et al., 2023) Nonetheless, several universities are currently utilizing AR technology in education, particularly in engineering, medicine, and foreign languages (Tran, 2022; Hoang).
Augmented reality (AR) technology is still in its developmental phase, necessitating significant investment and customization to fulfill the growing demand in education, particularly in Vietnam This study aims to explore the implementation of AR technology for students at UEH College of Technology and Design (CTD) to assess its impact on various academic programs and to gauge students' intentions to incorporate AR into their learning processes.
The reason to choose the topic
Education is essential for modern society, acting as a foundation for students to become valuable members of their communities amidst ongoing advancements in science and technology A notable recent development is augmented reality (AR), which enables users to interact with virtual 3D objects in real-world environments through mobile devices, showing promise in improving academic performance However, the exploration of AR's full potential in education is still in its infancy, and the current lack of comprehensive studies restricts our understanding of its capabilities.
A significant research gap exists in understanding students' perceptions and awareness of augmented reality (AR) in education While studies highlight AR's potential to enhance cognitive and emotional learning outcomes, they often neglect the subjective experiences of students regarding its integration into their learning environments There is an urgent need for research that not only acknowledges the benefits of AR but also explores the complex nature of student perceptions Successful AR implementation depends on robust technological infrastructure, yet challenges related to hardware, software, and support remain largely unexamined Research by Al-Ansi et al (2023) and Cai et al (2017) emphasizes the importance of identifying and addressing these barriers for effective AR integration in educational settings.
The new generation of students, known as digital natives, is highly skilled in technology due to early exposure and advocates for the integration of tools like Augmented Reality (AR) in education AR offers adaptive instructional content that enhances practical skills through engaging visual and interactive experiences Research indicates that AR technology has a significant impact on higher education and has been beneficial across various fields, including mathematics (Cai et al., 2020), maintenance (Gavish et al., 2015), fashion design (Elfcky & Elbyaly, 2018), social sciences (Toledo-Morales & Sanchez-Garcia, 2018), and medical education (Eckert et al., 2019).
(2020) in geometry education classes Nevertheless, a research void exists regarding the application and efficacy of AR specifically tailored for technology and design students.
This gap is noteworthy, given the specialized nature of these academic disciplines and the unique requirements of students pursuing careers in technology and design fields.
UEH University, a key multidisciplinary institution in Vietnam, has seen a consistent rise in new student enrollment, reflecting its commitment to empowering the younger generation in the digital age The university's focus on technology and design is exemplified by the UEH College of Technology and Design (CTD), where students learn about AR technology However, many students express that while they study the theoretical aspects of AR, they have not yet fully integrated this technology into their learning experiences.
Recent global initiatives have leveraged augmented reality (AR) to transform educational practices in higher education, such as Wang's (2020) integration of AR with maps for field education at Peking University and Harun et al.'s (2020) examination of AR's effects on learning in applied physics However, there is a lack of research focusing on students' intentions to use AR during their learning experiences, particularly regarding AR-integrated applications developed by universities In Vietnam, this research is even more limited, and no studies have explored this topic within the context of CTD Thus, our research presents a novel contribution to the field, highlighting significant gaps in existing studies, which predominantly center on student perspectives and are restricted to CTD.
For the reasons and gap mentioned above, the authors have researched the topic
The research titled "When Education Meets Augmented Reality" examines the impact of various factors on students' attitudes and intentions to use augmented reality (AR) in their learning process at UEH College of Technology and Design (CTD) This study aims to provide valuable insights for university administrators and educators at UEH and CTD, helping them understand students' perspectives on AR By leveraging this understanding, the research seeks to inform the development of more effective teaching and learning strategies at CTD.
Research objectives
This study explores the factors influencing students' attitudes and intentions to use Augmented Reality (AR) in their learning experiences at UEH College of Technology and Design.
The specific objectives of the study are the following:
This study aims to assess the influence of various factors, including the Cognitive Dimension, Normative Dimension, Environmental Dimension, Self-Efficacy, and Personal Innovativeness, on students' intentions to use Augmented Reality (AR).
• To examine the impact of the moderator variable Technology Anxiety on the relationship between attitude and intention to use AR
• To measure and analyze the influence of students* Attitudes on Intention to use AR
• To propose recommendations for the university in considering AR applications or with higher application levels in student subjects, especially at UEH College of Technology and Design
Research methods
The research utilized a pilot test to assess feasibility through online interviews with 10 students from various majors at UEH College of Technology and Design Following validation, a quantitative approach was employed, involving surveys based on questionnaires distributed directly to students The formal study's sample was selected using convenience sampling, resulting in a total of 319 participants.
The authors utilized the Partial Least Squares Structural Equation Model (PLS-SEM) methodology to analyze quantitative data, focusing on measurement scales and hypothesis testing They assessed reliability, convergent validity, and discriminant validity through a measurement model, while a structural model was used to evaluate multicollinearity, R2, f2, significance, and coefficient strength Additionally, a multiple regression model was applied to investigate the influence of various factors on purchase intention in two types of campaigns.
Research scope and subject
Respondents: The research focuses on students from the first to the final year of UEH College of Technology and Design.
Research time: The investigation, survey, and data collection were conducted from December 2023 to January 2024.
Research location: The study was carried out in Ho Chi Minh City, Vietnam.
The impact of internal and external factors on attitude towards AR and usage intention of UEH College of Technology and Design's students, through studying each of the following influences:
This study explores the interplay between Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Self-efficacy, and Personal Innovativeness, examining how these factors collectively influence students' attitudes toward Augmented Reality (AR) The analysis is structured into four key dimensions: the Cognitive Dimension, which focuses on the mental processes involved in learning; the Normative Dimension, which addresses the social norms and expectations affecting student behavior; the Environmental Dimension, which considers the external conditions that facilitate or hinder AR adoption; and the Added Constructs, which encompass additional factors that may impact student engagement with AR technology.
Investigate the relationship between AR altitude and student's intention to use AR technology.
Research distribution
This research fills a significant gap in the literature by examining the application and effectiveness of Augmented Reality (AR) specifically for technology and design students By concentrating on this specialized academic field, the study enhances our understanding of AR's influence on students with distinct needs and career goals.
The research adopts a comprehensive approach by investigating the diverse factors influencing students' attitudes and intentions to use augmented reality (AR) By examining these multidimensional influences, the study provides a deeper understanding of the various elements that shape students' acceptance and integration of AR into their educational experiences.
The research presents practical recommendations for UEH University, particularly for the College of Technology and Design, by identifying key factors that influence the adoption of augmented reality (AR) These insights offer actionable strategies aimed at helping university administrators and educators improve the effectiveness of teaching and learning methods through the integration of AR technology.
This research plays a crucial role in addressing a gap in the literature by examining the factors that shape students' attitudes toward Augmented Reality (AR) The insights gathered from students' perspectives on AR can guide policy adjustments and recommendations for the integration of emerging technologies in higher education institutions.
Research structure
This study focuses on six main chapters, following:
Chapter I serves as the introduction to the study, outlining seven key aspects of the topic, including an overview and research background, identification of gaps in existing literature, justification for selecting the topic, a concise description of the research methodology, the subjects and scope of the research, and the overall structure of the study.
• Chapter 2 covers the theoretical basis, including content related to hardware development, an overview of Augmented Reality, and applications of AR in various fields.
Chapter 3 examines the current application of Augmented Reality (AR) in education, with a specific focus on the UEH College of Technology and Design It also summarizes prior experimental studies that explore the use of AR in educational settings, highlighting its potential benefits and effectiveness.
• Chapter 4 deals with the literature review of the study, including key concepts, and previous studies as well as presenting the hypothesis development and proposing the proposed model.
Chapter 5 provides an in-depth exploration of the research methodology, focusing on measurement methods, research tools, procedures, and scale construction This section also presents the model estimates and discusses the results obtained from the research.
Chapter 6 examines the influence of cognitive, normative, and environmental dimensions, along with other subjective factors, on students' attitudes and intentions towards using Augmented Reality (AR) in education It emphasizes the practical importance of integrating AR technology into the curriculum at UEH College of Technology and Design Furthermore, this section identifies the study's limitations and proposes future research directions that are more comprehensive and focused on practical applications.
THEORETICAL BASIS
Hardware development
Smartphones, as highlighted in Kroenke and Boyle's book "Using MIS" (2011), are equipped with advanced features such as high-speed processing, network connectivity, ample internal memory, virtual keyboards, and the capability to connect with other devices.
A "phone" serves as a powerful hardware component of a computer, encompassing essential electronic devices that facilitate data input, processing, output, and storage based on software instructions Today, computer hardware is increasingly integrated into various everyday devices, such as toothbrushes, TVs, watches, glasses, and cars While personal computers (PCs) were once the primary choice for businesses, tablets and mobile devices are now on the rise Additionally, server infrastructure is increasingly offered as a cloud service over the Internet.
As technology advances, organizations are increasingly recognizing new hardware devices as both opportunities and threats to revenue generation The Internet of Things (IoT) exemplifies this trend, with GE's Industrial Internet focusing on intelligent devices that analyze data to enhance productivity, reduce waste, and improve decision-making Another significant innovation is self-driving cars, representing the pinnacle of mobile systems through seamless hardware and software integration Additionally, 3D printing offers organizations a competitive edge across various sectors, including aerospace, defense, automotive, entertainment, and healthcare, by enabling innovative manufacturing solutions with diverse materials.
Business groups are increasingly prioritizing collaboration alongside new hardware, utilizing tools like Office 365 to enhance teamwork The collaboration system serves two main purposes: effective communication and seamless content sharing With cameras on all computers, platforms such as Google Hangouts, WebEx, and Skype for Business enable productive video conferences Additionally, to support iteration and feedback, team members must share project data, work product data, and project metadata, leveraging various applications and media for optimal collaboration.
Figure 1 Content Applications and Storage Alternatives
Content Type Desktop Application Web Application Cloud Drive
Google Docs (Import/ Export non—Google Docs) Microsoft Office Online (Microsoft Office only)
Google Drive Microsoft OneDnve Microsoft SharePoint Drop Box
PDFs Adobe Aơobat Viewers in Google
Drive and Microsoft Web OneDrive and SharePoint
Google Drive Microsoft OneDrive Microsoft SharePoint Dropbox
Microsoft OneDrive Microsoft SharePoint Apple iCloud
Microsoft OneDrive Microsoft SharePoint Dropbox
In today's digital age, accessing a wealth of resources is as simple as a mouse click, with interactive websites, HD videos, and collaboration tools readily available Platforms like YouTube enable users to enhance their skills and knowledge daily With tech giants like Facebook, Google, and Microsoft pioneering advancements, learning methods are evolving For example, Google Glass was designed to provide augmented reality experiences, allowing users to interact with their surroundings through an overlay interface Similarly, Microsoft's HoloLens offers new opportunities for communication and collaboration across various industries, enabling specialists to receive detailed guidance from anywhere in the country through its augmented reality capabilities.
Soon, collaborative systems will significantly boost global companies by appearing feasible to convene frequently, regardless of the location, and enlist the most skilled or reasonably priced workforce available worldwide.
Augmented Reality
Augmented Reality (AR) has been defined in various ways, with its origins tracing back to the 1960s when Sutherland (1965) envisioned the concept of overlaying digital information onto the real world He described a scenario where a "computer controls the existence of matter" (Sutherland, 1965, p.507), allowing for the simulation of objects within a physical space, thereby creating the illusion that these virtual objects are real.
In 1997, Azuma defined Augmented Reality (AR) as the integration of 3D virtual objects into a 3D real environment in real time, outlining key challenges and advancements in the field This definition has since become widely recognized and accepted as the standard for understanding Augmented Reality.
Recent advancements in Augmented Reality have led to a new definition proposed by Azuma et al (2001), which states that an AR system "combines real and virtual objects in a real environment; runs interactively, and in real-time; and registers (aligns) real and virtual objects with each other" (p.34) This definition is noted for its completeness and comprehensiveness.
Augmented Reality (AR) is the foundation of our research paper, where we aim to offer survey respondents clear and accessible insights into AR through a straightforward definition.
Augmented reality (AR) is an innovative technology with significant potential in the retail industry, as it effectively merges virtual content with the real-world environment This integration allows for a wide range of applications, from practical functionalities known as assisted reality to immersive experiences in mixed reality, where virtual elements closely mimic real objects.
The Applications of Augmented Reality
Augmented Reality (AR) is increasingly recognized for its promising applications in the medical field, enhancing immersive interface technologies The need for real-time AR implementation improvements, clinical applications, and the design and assessment of medical training systems is essential (Van Krevelen et al., 2010) In healthcare, AR provides doctors with an internal view of the body (Azuma et al., 1997) and enhances traditional training environments for Life Support by integrating visual and audio resources into training manikins (Prelto et al., 2009).
Augmented Reality (AR) is revolutionizing the Industry and Manufacturing sectors by enhancing product development and manufacturing techniques By improving human interaction and simplifying tasks, AR facilitates better access to information and streamlines decision-making processes For instance, real-time machine simulations accessible on devices like iPads help reduce worker stress by eliminating the need for physical data checks, ultimately promoting efficiency and productivity in the workplace.
Augmented reality (AR) significantly enhances navigation systems by providing drivers with real-time directions and maps, which can help reduce accidents By integrating AR into the vehicle environment, users can interact seamlessly without the need for wearable devices, creating a more intuitive driving experience (Narzt et al, 2006).
Augmented Reality (AR) is transforming the education sector by enhancing learning experiences across various fields, particularly in engineering, as highlighted by Alvarez-Marin and Velazquez-Iturbide (2021) Their research indicates that AR significantly boosts student interest and motivation through increased active participation Additionally, innovative methods that integrate videos with AR, such as those demonstrated by Lee et al (2020), show that synchronized visual cues can reduce task completion time and minimize errors, while also lowering the mental demand required to perform tasks.
CURRENT STATUS OF AR APPLICATIONS
Current status of AR applications in the education industry
Rapid advancements in augmented reality (AR) technology are transforming various sectors, including tourism, education, healthcare, and entertainment This innovative technology enables the integration of virtual objects with the real world in real-time, enhancing learning experiences across diverse subjects such as physics, engineering, and social sciences Research indicates that AR significantly boosts student motivation and improves learning outcomes, making it a valuable tool in educational settings.
Augmented reality (AR) and virtual reality (VR) are poised to transform education by providing students with engaging and immersive learning experiences (AlGerafi et al., 2023) Integrating AR technology into future educational practices promises to enhance creativity, efficiency, and relevance in learning, aligning with the technological advancements needed in today's world (Mykhailova et al.).
Research shows that augmented reality (AR) in education is increasingly effective, enhancing student learning outcomes and motivation This trend aligns with the global integration of computer science into educational curricula Consequently, educational institutions worldwide are investing significant resources in AR applications to create exceptional learning experiences for students.
Numerous studies conducted globally have evaluated the effectiveness of augmented reality (AR) in education, with a significant increase in published research on AR applications, which doubled from 2016 to 2020 Although only a small fraction of these studies focus on special education, the majority target college students, as noted by Koumpouros (2024).
In the context of Vietnam, AR applications have also been approached by users, for example in the game Pokemon Go, in interior design or marketing campaigns, etc.
Despite its significant potential, Augmented Reality (AR) remains underutilized in education The limited awareness of AR technology, largely due to its novelty, hinders public adoption Additionally, the industry faces a shortage of skilled professionals, such as AR developers and designers, which impedes growth High costs associated with AR hardware, particularly headsets and devices, further restrict consumer access to this innovative technology.
Augmented reality (AR) presents significant potential for Vietnamese education despite its challenges It aids students in mastering knowledge and understanding spatial structures in subjects like geometry, chemistry, and biology AR enhances long-term memory, boosts learner motivation, and fosters better interaction between teachers and students By enriching the learning experience and improving cognitive abilities, AR transforms abstract concepts into tangible understanding With targeted education, training, and government support, Vietnam can position itself as a leader in the global AR landscape.
Current status of the major at UEH College of Technology and Design 14 CHAPTER 4 LITERATURE REVIEW AND HYPOTHESES DEVELOPMENT
This article explores the academic landscape of the UEH College of Technology and Design, laying the groundwork for research on learner experiences and attitudes toward augmented reality (AR) technology The research team aims to analyze the current applications of AR technology in teaching and learning at CTD from three key perspectives.
The University of Economics Ho Chi Minh City's School of Technology and Design (CTD) is a key member of UEH, contributing to its multidisciplinary and sustainable development goals for the next decade As of November 2023, CTD offers 22 integrated undergraduate programs that incorporate cutting-edge technologies such as artificial intelligence, data science, and blockchain within economic and managerial disciplines In addition to traditional programs like Business Statistics and Software Engineering, CTD has introduced innovative courses including Digital Communications, Smart Urban Architecture, and Financial Technology, aligning with emerging training trends and labor market demands in science, technology, and digital economics.
CTD is a leader in integrating technology into education, focusing on enhancing students' learning experiences and promoting sustainable, multi-method learning goals Its educational philosophy combines teaching with the development of critical thinking and behavior, highlighting the importance of technology in today's world By understanding and utilizing technology in their education, students will be better equipped to apply their knowledge in real-world work environments, aligning with the growing demands of businesses and the market.
CTD leverages advanced technology and design in its project-based learning model, providing students with hands-on experience in nine well-equipped laboratories and workshops featuring modern tools such as VR glasses, 3D printers, and specialized design software This environment fosters essential skills like problem-solving, teamwork, and communication while exposing students to professional working cultures and competencies Additionally, the involvement of international professors and students enriches the learning experience, and specialized seminars enhance students' capabilities in the digital age Technology product competitions further promote innovation and create a dynamic learning atmosphere for CTD students.
The School of Technology and Design is committed to integrating Augmented Reality (AR) technology into education, providing students with both theoretical knowledge and practical skills In the Urban Architecture and Smart Urban Design program, students utilize AR, VR, and 3D printing to create realistic models and urban simulations Furthermore, in collaboration with the Pantheon Design and Technology Institute in Italy, the School of Multimedia Design offers a course on "Application of Virtual Reality and Augmented Reality in Design," aimed at equipping technology enthusiasts with essential skills to leverage VR and AR in design and related fields, ensuring they remain at the forefront of global trends.
VR and AR into the design process, from creating 3D models to presenting design ideas and testing products.
To evaluate the feasibility of integrating AR technology in education, the research team conducted online interviews with 10 students from diverse departments at UEH College of Technology and Design The preliminary survey focused on students' majors, learning experiences, and their views on AR technology's application in learning The findings were summarized by the research team, highlighting students' insights and experiences with AR in their educational curriculum.
Students across different majors will acquire essential knowledge of Augmented Reality (AR) within their curriculum, focusing on fundamental principles and real-world applications They will engage in projects and assignments that utilize innovative AR technology to address practical challenges Additionally, hands-on experience will be gained in dedicated research rooms and studios, such as Smail Studio, Open Lab, and the Robotics Lab.
AI Lab, Simulation Room, Maker Space The results of the course requirements will be presented in the form of prototypes or simulated web applications with AR integration.
The implementation of AR technology in learning at CTD is primarily limited to design-related majors, such as urban architecture, while fields like management, statistics, and data science face challenges due to their specialized knowledge and minimal visual interaction needs.
The basic concepts and theory
Technology is inherently biased, as it reflects the values and practices of the organization that implements it (Hodas, 1993) This inherent bias can contribute to technology anxiety, which encompasses the negative emotions and fears linked to using technology, especially in the realm of information and communication Such anxiety can result in individuals avoiding technology altogether, ultimately impeding its adoption and effective use.
Technology anxiety is an evaluative response to technology that can manifest in various ways It is categorized into two dimensions: trait anxiety, which is a general tendency to feel anxious in different situations, and state anxiety, which is the specific anxiety experienced in particular contexts (Biggs & Moore, 1993) Bozionelos (2001) defines technology anxiety as a negative emotional state that arises during interactions with technology, while Hasan and Ahmed (2010) describe it as a negative emotional response, including feelings of fear or discomfort associated with using or even contemplating technology.
Technology anxiety significantly affects the acceptance and utilization of new technological products It is believed to act as a moderator in the relationship between technology leadership and the promotion of information technology adoption in educational institutions Additionally, technology anxiety may influence the connection between perceived usefulness and actual technology usage, emphasizing the complex interaction between psychological factors and technology adoption (Hu et al., 1999).
The exploration of technology adoption and acceptance commenced in the 1990s, leading to the development of various theoretical models that reflect the viewpoints of technology users A significant model in this domain is the Unified Theory of Acceptance and Use of Technology (UTAUT), introduced by Venkatesh et al in 2003, which specifically addresses how employees within organizations accept and utilize technology.
Venkatesh et al (2012) expanded the UTAUT model by introducing three new factors: hedonic motivation, price value, and habit behavior, resulting in the creation of UTAUT2 This enhanced model serves as a comprehensive framework for understanding consumer acceptance of new technologies and systems, applicable to a diverse range of individuals.
Figure 2 UTAUT2 model by Venkatesh et al (2012)
The UTAUT2 model has emerged as a valuable framework for analyzing the adoption of technological innovations across various social and cultural contexts Research by Tommy and Robert (2022) highlights its effectiveness in assessing factors influencing students' ongoing use of micro-lectures post-COVID-19, emphasizing the importance of enhancing these lectures to improve student learning outcomes Additionally, Huseyin and Juan (2022) integrated the UTAUT2 model with the Theory of Planned Behavior to explore the factors affecting science teachers' intentions to utilize augmented reality (AR) The success of the UTAUT2 model in understanding the acceptance and adoption of electronic-based technologies is well-documented in studies by Bharati & Srikanth (2018), Merhi et al (2019), Munyoka & Maharaj (2017), Sharif et al (2019), Singh & Matsui (2018), and Tavares et al (2018).
In our study, we excluded three new elements from UTAUT2 for specific reasons First, we prioritized higher educational quality over hedonic motivation, deeming it irrelevant for our variables Second, since augmented reality (AR) will not incur service fees in compulsory learning, the price value factor was unnecessary Third, we omitted the "habit" construct due to its absence in studies focusing on new technology users who lack sufficient time to form habitual behaviors, particularly relevant given the novelty of AR technology in educational contexts in Vietnam and CTD Additionally, we replaced the moderating variables of age, gender, and experience from UTAUT2 with technology anxiety in our model.
Gunasinghe et al (2020) identify personal innovativeness as a crucial factor influencing technology acceptance, reflecting users' willingness to explore and experiment with new technologies Additionally, Ahmad et al (2023) highlight that students who embrace technology innovatively often exhibit traits such as openness to new experiences, higher self-efficacy, and a perception of new technologies as valuable and user-friendly Consequently, this study incorporates personal innovativeness and self-efficacy as key variables.
In the educational realm, the cognitive aspect is crucial, as highlighted by Keith et al (2013), who emphasize that learning environments should reduce unnecessary tasks that increase cognitive load and focus on engaging cognitive processes relevant to learning activities Facilitating conditions, as described by Faqih & Jaradat (2021), refer to the environmental factors that influence users' awareness and perceptions of the availability of essential resources, such as knowledge and technical infrastructure, necessary for the effective implementation of augmented reality (AR) systems Additionally, as AR applications gain popularity in various societal settings, it is important to consider social norms and potential normative tensions in collaborative AR interactions, as noted by Poretski et al (2018) Consequently, the factors influencing attitudes towards AR in our model are categorized into dimensions for improved clarity: the cognitive dimension, which includes Performance Expectancy and Effort Expectancy, and the normative dimension.
The integration of social influence, environmental dimensions such as facilitating conditions, and additional constructs like self-efficacy and personal innovativeness provides a comprehensive model for understanding the factors that impact students' usage patterns This framework is particularly effective in analyzing how these elements interact to shape student engagement and technology adoption.
AR technology in the learning process.
Relevant research model
A comprehensive review of full-text papers has been conducted, focusing on the authors' theories, frameworks, findings, methodologies, and research contexts From this analysis, ten quantitative studies that are highly relevant to the current research have been selected to logically integrate the variables for the proposed conceptual model These studies are categorized into two main groups for clarity and organization.
4.2.1 Research on technology applications in the Field of education
Table 1 The studies of technology applications in education
No Studies Title Journal Findings
A study of college students' intention to use metaverse technology for basketball learning based on UTAUT2
The statistical findings of this study validate the proposed model's predictive capabilities It confirms that attitude plays a crucial role as the primary predictor of both usage behavior and behavioral intentions among college students utilizing metaverse technology for basketball learning.
Technology acceptance model in technology- enhanced OCLL contexts:
Australasian Journal of Educational Technology
This study demonstrates that combining the Technology Acceptance Model (TAM) with Self-Determination Theory (SDT) provides valuable insights into Japanese EFL learners' intentions for technology-enhanced language learning, highlighting the significant impact of perceived ease of use Furthermore, it establishes a robust connection between behavioral intention and actual system usage, confirming the model's effectiveness in predicting and improving technology adoption in EFL education.
Using the UTAUT model to understand students' usage of e-learning systems in developing countries
Performance expectancy and effort expectancy play crucial roles in influencing students' behavioral intentions While social influence does not significantly affect these intentions, facilitating conditions such as resource availability and technical support have a positive effect on actual system usage Moreover, there is a strong correlation between behavioral intentions and usage patterns, highlighting the importance of these factors in shaping student engagement.
The study confirms the influence of facilitating conditions and
Source: Synthesis by the authors
(2017) that influence behavioral intention to use
The study explores how education influences the perceived ease of use and usefulness of technology, particularly in the context of mobile devices for MBA acceptance It confirms that factors such as mobile device anxiety, mobile self-efficacy, and content significantly impact acceptance However, it finds that perceived innovativeness does not have a significant relationship with the intention to use mobile devices for assessment in high school settings.
Acceptance of a mobile based educational application (LabSafety) by pharmacy students: An application of the UTAUT2 model
This study aimed to assess pharmacy students' behavioral intentions regarding the acceptance and long-term use of the LabSafety mobile application, designed to educate users on safety measures in pharmaceutical laboratories The evaluation utilized the UTAUT2 framework during the 2017-2018 academic year.
Technology acceptance model in technology-enhanced OCLL contexts: A self determination theory approach - Fathali and Okada (2018)
The study "Technology Acceptance Model in Technology-Enhanced Out-of-Class Language Learning Contexts: A Self-Determination Theory Approach" by Fathali and Okada addresses the crucial challenge of successful technology-enhanced out-of-class language learning (OCLL) It explores the factors influencing technology acceptance in OCLL environments, emphasizing the importance of self-determination theory in enhancing learner engagement and motivation.
In 2018, a study examined the crucial role of learners' sustained intention to engage with technology, focusing on Japanese EFL learners' motivation to adopt learning technologies for Online Collaborative Language Learning (OCLL) The research highlights the significant relationship between learners' intentions and their motivation, exploring the various factors that influence this dynamic Conducted within a technology-enhanced OCLL framework, the investigation primarily utilized a web-based e-portfolio system as its main tool for analysis.
This study enhances the Technology Acceptance Model (TAM) by integrating the Self Determination Theory (SDT) to explore Japanese EFL learners' intentions to utilize learning technologies for online collaborative language learning (OCLL), specifically within a web-based e-portfolio system The revised model includes two key factors from TAM—perceived usefulness and perceived ease of use—along with three essential psychological needs from SDT: competence, autonomy, and relatedness.
Figure 3 Model research by Fathali and Okada (2018)
The study demonstrates that combining the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT) clarifies Japanese EFL learners' intentions for technology-enhanced language learning The importance of meeting learners' competence needs highlights the role of perceived ease of use Additionally, a strong link between behavioral intention and actual system usage confirms the model's effectiveness in predicting and improving technology adoption in EFL learning environments.
The studies presented in Table 1 utilize flexible acceptance models to explore users' acceptance of technology and their intentions to use technological applications in educational settings This approach offers valuable insights into the key variables influencing technology research in education and enhances our understanding of the current landscape of technology integration in learning environments.
4.2.2 Research on AR in the field of education
Table 2 The studies on AR in education
No Studies Title Journal Findings
Integrating TTF and UTAUT2 theories to investigate the adoption of augmented reality technology in education:
The study highlights that task technology fit, performance expectancy, effort expectancy, social influence, facilitating conditions, and hedonic motivation significantly enhance behavioral intention in adopting augmented reality in education, while price value has minimal impact on this intention.
Exploring the factors influencing the adoption and usage of Augmented Reality and Virtual Reality applications in tourism education within the context of COVID-19 pandemic
Findings indicated that perceived usefulness, hedonic motivation, and price value are important predicting factors for Chinese students’ adoption and use of these applications.
Usage of augmented reality (AR) and development of e learning outcomes: An empirical evaluation of students’ e-learning
This study significantly enhances the understanding of Uses and Gratifications Theory (UGT) by applying it to the context of Augmented Reality Learning Resource Platforms (AR.LRP) and exploring the impact on student learning experiences Additionally, it introduces the concept of telepresence as a key factor alongside UGT elements, offering a thorough model that identifies the primary predictors of students' experiences with AR.LRP.
Adoption of augmented reality technology by university students
The study expands the scientific understanding of the Technology Acceptance Model (TAM) by demonstrating that Augmented Reality (AR) objects can enhance university training It reveals that interactions with AR technology are not affected by students' gender and highlights that this technology fosters genuine interest among students, indicating its potential for future use Furthermore, the integration of AR into education should be supported by a comprehensive usage guide to maximize its effectiveness.
An integrated model for examining teachers' intentions to use
Our model demonstrates a superior explanatory power in identifying the factors influencing science teachers' intentions to use augmented reality (AR) in their courses compared to existing theories All proposed hypotheses were statistically validated, confirming the antecedents of these intentions This study enhances both theoretical understanding and practical application by emphasizing the psychological factors essential for explaining science teachers' willingness to adopt AR technology.
Source: Synthesis by the authors
Exploring the factors influencing the adoption and usage of Augmented Reality and Virtual Reality applications in tourism education within the context of the
COVID-19 pandemic - Shen et al (2022)
This study explores the adoption of Augmented Reality (AR) and Virtual Reality
Hypothesis development
4.3.1 Performance Expectancy is positively correlated with AR Attitude
Performance expectancy, as defined by Venkatesh et al (2003), is the extent to which individuals believe that using a system will improve their job performance In the context of our research, it specifically pertains to learners' perceptions that augmented reality technology will enhance their learning processes and overall job performance This concept was first introduced in the development of the UTAUT theory by Venkatesh et al (2003).
Since its introduction in 2003, performance expectancy has become a crucial factor in understanding technology adoption It has gained significant recognition in various studies across Information Technology (IT) fields, demonstrating that individuals' intention to adopt new technologies is predominantly influenced by their expectations of performance Empirical research supports this assertion, highlighting the importance of performance expectancy in shaping users' behavioral intentions towards new technological innovations (Moghavvemi et al., 2017).
Performance expectancy plays a crucial role in the acceptance of educational systems, particularly in the context of augmented reality (AR) in learning Students' preferences are influenced by their evaluations of AR's effectiveness, leading to more favorable attitudes when they perceive high performance Consequently, those who recognize the benefits of technological performance in their education tend to foster positive perceptions that inspire their peers to explore similar experiences This study, therefore, proposes a hypothesis based on these findings.
Hl: Performance Expectancy is positively correlated with AR Attitude
4.3.2 Effort Expectancy is positively correlated with AR Attitude
Perceived ease of use, introduced by Davis in 1989 within the Technology Acceptance Model (TAM), is a crucial factor influencing user acceptance Subsequent research in UTAUT2 has reaffirmed its role as a significant predictor of behavioral intention (Miltgen et al., 2013) UTAUT2 defines effort expectancy as the ease of use associated with technology, which positively impacts the intention to utilize it (Venkatesh et al., 2003) In this context, effort expectancy refers to the learner's belief in the ease of using augmented reality technology.
As might be expected, learners are more likely to adopt a technology requiring little effort to be effectively used.
The UTAUT model suggests that attitude towards technology use does not influence behavioral intention when performance expectancy and effort expectancy are considered Despite this, research (Jairak et al., 2009; Nassuora, 2012; Maruping et al., 2010) indicates that attitude positively impacts behavioral intention Additionally, Shiferaw and Mehari (2019) found a strong correlation between effort expectancy and attitude towards new technology, demonstrating that when individuals perceive technology as easy to use, they are more likely to adopt a positive attitude towards it Therefore, this study proposes a hypothesis regarding the influence of effort expectancy on technology acceptance.
H2: Effort Expectancy is positively correlated with AR Attitude
4.3.3 Social Influence is positively correlated with AR Attitude
The UTAUT model highlights that social influence significantly impacts users' attitudes and behavioral intentions towards technology adoption (Saprikis et al., 2020) Defined as the extent to which individuals feel that important others believe they should utilize a specific technology, social influence fosters a sense of validation and comfort in conforming to those expectations (Venkatesh et al., 2003) This social aspect is particularly crucial in developing countries, where it plays a vital role in shaping individuals' actions and intentions regarding the adoption and use of new technologies (Jaradat et al., 2020; Faqih, 2020; Jaradat & Faqih, 2014).
According to a small number of empirical research done in this field, the adoption of AR technology is greatly influenced by SI (Rauschnabcl cl al., 2017; Sharif cl al.,
Research by Nur et al (2017), Maillet et al (2015), and Hamari and Koivisto (2015) indicates that recommendations from friends and coworkers significantly enhance an individual's decision to adopt new technologies, particularly augmented reality (AR) The influence of social factors is crucial in shaping intentions to use AR technology, highlighting the importance of perspectives from friends and family in driving behavior change (Faqih & Jaradat, 2021) Additionally, when societal acceptance and promotion of a behavior occur, it positively affects attitudes toward the service (Hamari & Koivisto, 2013) The findings also suggest that social influence can shape attitudes and perceived usefulness, ultimately impacting the intention for consistent use (Holden & Karsh, 2010) Thus, this study proposes a hypothesis based on these insights.
H3: Social Influence is positively correlated with AR Attitude
4.3.4 Facilitating Conditions are positively correlated with AR Attitude
Facilitating conditions, as defined by Venkatesh et al (2003), refer to the extent to which individuals perceive that the necessary organizational and technical infrastructure is available to support system usage These conditions significantly influence how easy or difficult individuals find it to complete tasks, particularly in a technological work environment Key elements include the availability of support and training, which are crucial for effective technology adoption (Teo, 2009).
Facilitating conditions are environmental factors that influence an individual's motivation to complete a task (Chawla & Joshi, 2023) According to Shiferaw et al (2021), these conditions encompass users' perceptions of the necessary infrastructure and organizational support for utilizing specific systems Asiri (2022) further elaborates that facilitating conditions include the essential resources—such as material, expertise, knowledge, skills, assistance, and support—that a person requires to effectively engage with new technologies in a given context In the realm of Augmented Reality (AR), facilitating conditions refer to the external factors that signal whether the environment is conducive for AR utilization (Chung et al., 2015).
Research indicates that facilitating conditions significantly influence attitudes towards Augmented Reality, as supported by various studies (Altalhi, 2021; Chawla & Joshi, 2023; Sangceta & Tandon, 2021; Zhong et al., 2021) For instance, Chawla and Joshi highlight the positive effects of these conditions on user perceptions.
Facilitation conditions significantly enhance users' perception of technology's usefulness in task completion, influencing their attitudes towards it (2023) Research by Altalhi (2021) highlights that attitude is shaped by performance expectancy, effort expectancy, and facilitating conditions Essential for adopting new technologies, facilitating conditions for augmented reality (AR) include device compatibility, awareness of AR activations, and necessary support to navigate challenges (Goebert & Greenhalgh, 2020) As a cutting-edge technology, AR is more accessible and user-friendly under favorable facilitating conditions (Chung et al., 2015) Hence, this study proposes the following hypothesis.
H4: Facilitating Conditions is positively correlated with AR Attitude
4.3.5 Self-efficacy is positively correlated with AR Attitude
Self-efficacy, a fundamental concept in Bandura's Social Cognitive Theory, refers to an individual's belief in their ability to take action and achieve desired outcomes Bandura (1986, 1997) underscores the importance of self-efficacy in influencing behaviors and decision-making His research (2006) further establishes self-efficacy as a significant predictor of student learning effectiveness and motivation, demonstrating its influence on students' attitudes and learning processes Perceived efficacy is crucial in human functioning, as it not only directly affects behavior but also shapes other factors such as goals, expectations, emotional tendencies, and perceptions of obstacles.
Research highlights a strong link between academic self-efficacy and attitudes toward Augmented Reality (AR), emphasizing the influence of self-efficacy on educational success (Bartimote-Auffiick et al., 2016) Academic self-efficacy, as noted by Tang et al (2022), is crucial for skill development, as students with confidence are more likely to persist in challenging tasks (Pintrich & De Groot, 1990) Dinther et al (2011) found that positive learning experiences, enhanced by practical exposure, boost students' self-efficacy Additionally, Liu (2015) introduced an AR-integrated marine learning program, demonstrating that AR technology can significantly improve students' learning confidence, particularly in physics education.
This study hypothesizes that self-efficacy in Augmented Reality (AR) usage significantly influences students' intentions to integrate AR into practical learning sessions As students engage with the evolving and technology-driven environment of AR, their confidence and motivation, stemming from self-efficacy beliefs, are likely to be key factors in their readiness to adopt AR for improved educational experiences.
H5: Self-efficacy is positively correlated with AR Attitude
4.3.6 Personal Innovativeness is positively correlated with AR Attitude
Personal innovativeness is defined as an individual's inclination to independently experiment with technologies, as highlighted by Schillewaert et al (2005) Research indicates that adopting a domain-specific perspective on innovativeness provides an effective method for assessing user attitudes toward technology This concept was further explored in the study by Agarwal et al (1998), which laid the groundwork for various applications, including mobile advertising (Boateng et al., 2016), online purchasing intentions (Boyle & Ruppel, 2006; Chao et al., 2016), mobile payment systems (Thakur & Srivastava, 2014), and entrepreneurial value creation (Stauffer, 2016).