Abstract

In this study, we aim to establish the factors that explain the technology acceptance of augmented reality (AR) in students' engineering education. Technology acceptance of AR apps has been insufficiently investigated. We conceive a theoretical model to explain technology acceptance by relating behavioral intention to use with the variables subjective norm, technology optimism, technology innovativeness, perceived ease of use, perceived usefulness, and attitude toward using. An interactive AR app on electrical circuits was designed to assist students to overcome their difficulties in understanding how electricity works. A theoretical model was hypothesized and tested using structural equation modeling. The study was conducted using a sample of 190 engineering students. The results demonstrate the positive effect of technology optimism and technology innovativeness on perceived usefulness and attitude toward using, respectively. Furthermore, they suggest that attitude toward using is influenced by perceived usefulness but not directly by perceived ease of use. This could mean that students would be willing to use this app if they find it useful and not just easy to use. Finally, the results illustrate that attitude toward using firmly explains behavioral intention to use, which is consistent with the findings in previous studies. These results could guide how academics and higher education centers should approach the incorporation of these technologies in classrooms.