The effect of students' attitudes toward an AR-based library learning system on learning performance, cognitive load, and library anxiety

Libraries are essential educational resource hubs, addressing students' independent learning needs through extensive literature and services. However, space constraints often hinder students' navigation, leading to library anxiety and cognitive overload. Recent studies indicate that emerging technologies, particularly augmented reality (AR) learning systems, can alleviate library anxiety. These systems enhance routine learning experiences while fostering an engaging educational environment. However, the successful implementation of a new technology in a specific environment largely depends on its intended users' acceptance. Therefore, this study proposes an AR-based library guidance and learning system designed for resource-rich university libraries. An experimental trial was conducted to assess the progress of first-year students in familiarizing themselves with a campus library. Compared to the control group, which utilized the library's existing service systems, students in the experimental group exhibited superior learning performance, higher scores on the attitude toward the use scale, lower cognitive load, and reduced library anxiety. The correlation analysis further indicated that higher acceptance of the proposed system was associated with lower cognitive load and decreased library anxiety. These findings suggest that technology acceptance can positively influence students' learning experiences in libraries.