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2022•2022 13th International Conference on Computing Communication and Networking Technologies (ICCCNT)Requires access

Understanding the Complex Adoption Behavior of Augmented Reality in Education Based on Complexity Theory: a Fuzzy Set Qualitative Comparative Analysis (fsQCA)

El Mostafa Bourhim, Oumayma Labti

Open publisher page 4 citations

Abstract

Augmented reality (AR) is one of the recent technological innovations that will shape the future of the education sector. However, it remains unknown how AR potential may impact the behavioral intention (BI) of using AR in education. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the technology acceptance model (TAM), this article empirically considers how such features impact user behavior. Utilizing survey data of 100 students, we perform fuzzy set qualitative comparative analyses (fsQCA) to derive patterns of factors that influence BI to use AR in education. The outcomes of the fsQCA demonstrate that high BI to use AR in education is achievable in many different ways.

About this research paper

What this paper is about

Augmented reality (AR) is one of the recent technological innovations that will shape the future of the education sector. However, it remains unknown how AR potential may impact the behavioral intention (BI) of using AR in education. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the technology acceptance model (TAM), this article empirically considers how such features impact user behavior. Utilizing survey data of 100 students, we perform fuzzy set qualitative comparative analyses (fsQCA) to derive patterns of factors that influence BI to use AR in education. The outcomes of the fsQCA demonstrate that high BI to use AR in education is achievable in many different ways.

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OpenAlex reports 4 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

Augmented reality (AR) is one of the recent technological innovations that will shape the future of the education sector. However, it remains unknown how AR potential may impact the behavioral intention (BI) of using AR in education. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the technology acceptance model (TAM), this article empirically considers how such features impact user behavior. Utilizing survey data of 100 students, we perform fuzzy set qualitative comparative analyses (fsQCA) to derive patterns of factors that influence BI to use AR in education. The outcomes of the fsQCA demonstrate that high BI to use AR in education is achievable in many different ways.

Key concepts: Qualitative comparative analysis, Fuzzy set, Computer science, Fuzzy logic, Set (abstract data type), Augmented reality, Unified theory of acceptance and use of technology, Qualitative research

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