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The acceptance of augmented reality in engineering education: the role of technology optimism and technology innovativeness
Interactive Learning Environments ( IF 4.965 ) Pub Date : 2021-05-19 , DOI: 10.1080/10494820.2021.1928710
Alejandro Álvarez-Marín 1 , J. Ángel Velázquez-Iturbide 2 , Mauricio Castillo-Vergara 3
Affiliation  

ABSTRACT

This study aims to determine if technology optimism and technology innovativeness can explain and predict the use of augmented reality in the scope of engineering education. An Augmented Reality app to analyze digital current (DC) in resistive circuits was developed was developed to enhance students’ understanding of electricity. The app allows the manipulation of circuit elements, computes the voltage and amperage values using the loop method by applying Kirchhoff’s voltage law. A model with the following variables was theoretically conceived: subjective norms, technology optimism, technology innovativeness, attitude toward using and behavioral intention to use. The study considered a sample of 173 engineering students and was carried out using structural equation modeling. The findings suggest that subjective norms have a positive effect on technology optimism and technology innovativeness. Further, attitude toward using was found to depend on a medium range of students’ characteristics, such as technology optimism and technology innovativeness. The results suggest that the academic environment can influence a student’s beliefs concerning new technologies. Understanding how the educational environment can affect students’ attitudes toward the use of new technologies can help higher education institutions establish policies for their adoption to facilitate the learning process.



中文翻译:

工程教育中增强现实的接受:技术乐观和技术创新的作用

摘要

本研究旨在确定技术乐观技术创新是否可以解释和预测增强现实在工程教育范围内的使用。开发了一款用于分析电阻电路中数字电流 (DC) 的增强现实应用程序,以增强学生对电力的理解。该应用程序允许操纵电路元件,通过应用基尔霍夫电压定律,使用循环方法计算电压和电流值。理论上构建了一个包含以下变量的模型:主观规范技术乐观主义技术创新性使用态度使用行为意向。。该研究以 173 名工程专业学生为样本,并使用结构方程模型进行。研究结果表明,主观规范对技术乐观技术创新有积极影响。此外,发现对使用的态度取决于学生的中等范围的特征,例如技术乐观技术创新。结果表明,学术环境可以影响学生对新技术的信念。了解教育环境如何影响学生对使用新技术的态度可以帮助高等教育机构制定采用新技术的政策,以促进学习过程。

更新日期:2021-05-19
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