The Intention to Accept the Augmented Reality in Education
A Survey Study on Students’ Perspectives at the University of Mosul
DOI:
https://doi.org/10.61704/pr.598Keywords:
Behavioral Intention, Augmented Reality, Influencing Factors, Technology Acceptance Theory, Planned Behavior TheoryAbstract
The Augmented reality offers tremendous potential for developing the higher education sector, thus increasing its importance in education. It enables users to learn and train by creating interactive learning environments that allow students to learn, apply knowledge practically, and correct errors, thereby enhancing the quality of the educational process. This research aimed to investigate the factors influencing the behavioral intention of University of Mosul students towards accepting and adopting AR technologies in their studies. To achieve the study's objectives, an integrated research model was proposed, combining variables derived from the “Technology Acceptance Model (TAM)”, the “Unified Theory of Technology Acceptance and Use (UTAUT)”, and “Theory of Planned Behavior (TPB)”. The study focused on core dimensions, including (perceived ease of use, perceived usefulness, personal attitude, and social norms), in addition to psychological dimensions such as (immersion and perceived enjoyment).
The study employed a descriptive analytical approach, using a validated questionnaire as the data collection tool. The sample consisted of 214 students from the University of Mosul's Colleges of Science and Engineering. To analyze the data and test the hypotheses, advanced statistical methods were used using (SPSS version 26) and structural equation modeling using (AMOS version 26).
The research yielded several findings, most notably that the willingness to accept and adopt AR in education depends largely on the technical characteristics and practical value of AR technology, rather than on personal attitudes or social pressures. Based on these findings, the research recommends integrating realistic scenarios that simulate practical experiences or applied problems to enhance the engagement and realism of the learning process.
References
السيد، نهى أحمد. (2023). تقبل طلاب العلاقات العامة بجامعة الملك عبد العزيز لتطبيقات الذكاء الاصطناعي وتأثيرها على مستقبلهم الوظيفي: دراسة في إطار نموذج قبول التكنولوجيا. Journal of Public Relations Research Middle East / مجلة بحوث العلاقات العامة – الشرق الأوسط، (48).
النعيمي، تقى عبد النافع طه. (2020). انعكاسات خصائص المستفيد والعوامل التنظيمية في تحفيز انتشار تطبيقات تقانة المعلومات الطبية: دراسة مسحية لآراء عينة من الكادر الطبي في مستشفيات دهوك الخاصة (رسالة ماجستير غير منشورة). كلية الإدارة والاقتصاد، جامعة الموصل، العراق.
خشان، عبد النبي محمد. (2023). العوامل المؤثرة على نوايا العملاء لتبني تطبيقات الواقع المعزز: بالتطبيق على قطاع البيع بالتجزئة الإلكتروني في مصر. المجلة العلمية للبحوث والدراسات التجارية، 37(2)، 1203–1289.
عبد الحميد، شيرين محمد. (2020). تأثير استخدام تقنية الواقع الافتراضي على تعلم بعض المهارات الأساسية بالطوق في التمرينات الإيقاعية. المجلة العلمية للتربية البدنية وعلوم الرياضة، جامعة حلوان، 89(3)، 492–510.
عرفه، نصر طه حسن، والمليجي، مجدي مليجي عبد الحكيم. (2017). استعمال نموذج قبول التقانة لتحليل اتجاهات ونوايا طلبة الجامعات السعودية نحو الاستعانة بالتعليم الإلكتروني لمقرراتهم الدراسية. المجلة العربية لضمان جودة التعليم العالي، 10(30)، 33–62.
Ajzen, I., & Driver, B. L. (1991). Prediction of leisure participation from behavioral, normative, and control beliefs: An application of the theory of planned behavior. Leisure Sciences, 13(3), 185–204.
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2017.09.001
Alalwan, A. A., Dwivedi, Y. K., Rana, N. P., & Algharabat, R. (2018). Examining factors influencing Jordanian customers’ intentions and adoption of internet banking: Extending UTAUT2 with risk. Journal of Retailing and Consumer Services, 40, 125–138.
Alkhattabi, M. (2017). Augmented reality as e-learning tool in primary schools’ education: Barriers to teachers’ adoption. Journal of Emerging Trends in Learning, 12(2), 91–100.
Al-Rahmi, W., Alzahrani, A., Yahaya, N., Alalwan, N., & Kamin, Y. (2020). Digital communication: Information and communication technology (ICT) usage for education sustainability. Sustainability, 12(12), 1–18. https://doi.org/10.3390/su12125052
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34–47. https://doi.org/10.1109/38.963459
Baashar, Y., Alkawsi, G., Ahmad, W. N. W., Alhussian, H., Alwadain, A., Capretz, L. F., & Alghail, A. (2022). Effectiveness of using augmented reality for training in the medical professions: Meta-analysis. JMIR Serious Games, 10(3), e32715.
Billinghurst, M., Clark, A., & Lee, G. (2015). A survey of augmented reality. Foundations and Trends® in Human–Computer Interaction, 8(2–3), 73–272.
Chen, R., Perry, P., Boardman, R., & McCormick, H. (2022). Augmented reality in retail: A systematic review of research foci and future research agenda. International Journal of Retail & Distribution Management, 50(4), 498–518.
Cheng, K. H., & Tsai, C. C. (2014). Children and parents’ reading of an augmented reality picture book: Analyses of behavioral patterns and cognitive attainment. Computers & Education, 72, 302–312.
Cheng, Q., Zhang, S., Bo, S., Chen, D., & Zhang, H. (2020). Augmented reality dynamic image recognition technology based on deep learning algorithm. IEEE Access, 8, 137370–137384.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
Dalim, C. S. C., Kolivand, H., Kadhim, H., Sunar, M. S., & Billinghurst, M. (2017). Factors influencing the acceptance of augmented reality in education: A review of the literature. Journal of Computer Science, 13(11), 581–589.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319–340.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111–1132.
Faqih, K. M. S. (2022). Factors influencing the behavioral intention to adopt a technological innovation from a developing country context: The case of mobile augmented reality games. Technology in Society, 69, 101958. https://doi.org/10.1016/j.techsoc.2022.101958
Ghobadi, M., Shirowzhan, S., Ghiai, M. M., Mohammad Ebrahimzadeh, F., & Tahmasebinia, F. (2023). Augmented reality applications in education and examining key factors affecting the users’ behaviors. Education Sciences, 13(1), Article 10. https://doi.org/10.3390/educsci13010010
Graham, M., Zook, M., & Boulton, A. (2022). Augmented reality in urban places: Contested content and the duplicity of code. In S. Carta (Ed.), Machine learning and the city: Applications in architecture and urban design (pp. 341–366). Wiley. https://doi.org/10.1002/9781119815075.ch27
Guo, J., Li, C., Zhang, G., Sun, Y., & Bie, R. (2020). Blockchain-enabled digital rights management for multimedia resources of online education. Multimedia Tools and Applications, 79(15), 9735–9755.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Prentice Hall.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Mohammed A. M. Hamokhalil
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright © 2025 by the authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). You may not alter or transform this work in any way without permission from the authors. Non-commercial use, distribution, and copying are permitted, provided that appropriate credit is given to the authors and Al-Hadba University.
