A Technology Acceptance Model for Augmented Reality in Fostering Student Performance in Schools: A Review

Abstract

Today, the rapid development in technology and the evolution of immersive learning applications has changed the educational methods and the way learners acquire knowledge in educational institutions. The aim of this study is to evaluate the acceptance of augmented reality (AR) through technology acceptance model (TAM) which in turn foster student performance. A review of literature shows that AR serves the learning process in a very different way than expected by allowing learners to use the best options for learning new things. Findings reveals that AR contribute to student performance through accepting this technology in a series of associations between perceived usefulness, perceived ease of use, attitude towards use, intention to use, which in turn foster student performance. This fact has compelled educational institutions such as schools to deploy AR for the benefit of students, teachers, and the entire educational system in any country. This paper shows that AR helps students grasp complex ideas and scientific disciplines, allows them to engage with the learning environment, and motivates them to continue studying. The constructs of TAM (perceived usefulness, perceived ease of use, attitude towards use, intention to use) contribute to student performance in classrooms that used AR as a supportive learning tool.