Investigating the Factors Influencing Augmented Reality Adoption in Blended Learning Environments for Mechanical Engineering Degree Students at the University of Malta

Abstract

This study investigates the acceptance and utilization of Augmented Reality technology among mechanical engineering students in higher education at the University of Malta, utilizing the Unified Theory of Acceptance and Use of Technology model and the Community of Inquiry framework. The research was conducted in three phases: developing lecture scenarios incorporating AR elements, delivering these scenarios, and analyzing the data using structural equation modelling with SPSS and AMOS. Findings reveal that Performance Expectancy, Effort Expectancy, Hedonic Motivation, and Cognitive Presence significantly influence Behavioral Intention, while Social Influence, Habit, and Price Value do not. Moreover, Facilitating Conditions and Behavioral Intention significantly influence Use Behavior. Most notably, Cognitive Presence from the COI framework emerges as a critical element, highlighting the significance of fostering learners’ cognitive engagement to promote AR technology adoption in blended learning environments.