Affective Experiences in Augmented Reality (AR) Training: How Does It Influence Students' AR Technology Acceptance?

• In Event: Poster Session 6
  In Poster Session: Insights on Technologies + Pedagogies (K–12, Higher Education, Massive Open Online Courses)

Abstract

This study examined students’ affective experiences while participating in augmented reality (AR) design activities and its’ influences on their perceived acceptance of AR technology use. The findings showed higher positive emotion, situational interest, and perceived ease of AR use when engaged in the AR design activities. In addition, positive emotion, negative emotion, and situational interest were found to be significant predictors for the perceived ease of AR use. Situational interest was also found to be a significant predictor of both perceived usefulness of AR and the intention to use AR. The results indicate the importance of engaging students in the AR design activities to promote their positive affective experiences and further to improve their AR technology acceptance in the classroom.

Authors

• Sanghoon Park, University of South Florida

• James Hatten, University of South Florida

• Jung Lim, University of South Florida