Driven by Extrinsic and Intrinsic Factors: Understanding Students' Acceptance of Augmented Reality Learning Applications

Recently, the Augmented Reality (AR) market is growing rapidly, and it has been used in mobile learning environments. This study emphasized the learning experience in AR environments, trying to explain the behavioral intention of users from both extrinsic and intrinsic causes. An extended Technology Acceptance Model was proposed to investigate factors that affect the acceptance of AR among Chinese college students, and all the variables were incorporated into a structural equation modeling. A total of 184 questionnaires were used. Results indicated that the model was supported and could explain 54.1% of the variance in behavioral intention. Both interactivity and interface quality positively affected perceived ease of use and flow. Both perceived usefulness and flow positively affect behavioral intention, and perceived usefulness has a stronger one. However, perceived ease of use showed no significant relationship with behavioral intention. Based on the results, this study gave some advice on AR learning application design.