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.