The impact of individual, scientific and organizational factors on the adoption of AR in university education

Abstract

Purpose – Augmented reality (AR) is an advanced version of the dynamic physical space that is perceived and received via visual, audio, digital and other sensory stimuli. The capabilities of virtual technologies change the field of university and education considerably. The necessity of using virtual technologies in the education field was revealed more in unforeseen disasters such as the COVID-19 pandemic. The adoption of a technology by its users is an important factor in the successful implementation of the technology. The present study evaluates several factors affecting the adoption of AR technology in the realm of tertiary education. Design/methodology/approach – This study is applied in nature, and the necessary data were gathered through a survey questionnaire. The opinions of 621 students were investigated using a simple random sampling method. The multinomial logit test was used in this research. Findings – It was found that individual and social factors such as age, education level, major and economic characteristics such as one’s income in a month, expenses of a person in a month, the level of access to high-speed internet and access to a laptop or smartphone are effective in AR technology adoption in the field of academic education. Originality/value – The theoretical contribution of this study is to identify the key factors that influence the adoption of AR technology and develop a model specifically applicable to the educational field. The results of this research can be used by university managers and educational policymakers for the efficient and effective use of this technology.

Keywords

• Augmented reality
• University
• Technology adoption
• Disruptive technologies