Evaluation of learners’ attitude toward learning in ARIES augmented reality environments

The ARIES system for creating and presenting 3D image-based augmented reality learning environments is presented. To evaluate the attitude of learners toward learning in ARIES augmented reality environments, a questionnaire was designed based on Technology Acceptance Model (TAM) enhanced with perceived enjoyment and interface style constructs. For empirical study, a scenario of a chemistry experimental lesson was developed. The study involved students of the second grade of lower secondary school. As follows from this study, perceived usefulness and enjoyment had a comparable effect on the attitude toward using augmented reality environments. However, perceived enjoyment played a dominant role in determining the actual intention to use them. The interface style based on physical markers had significant impact on perceived ease of use. Interface style and perceived ease of use had a weak influence on perceived enjoyment. In contrast, these two constructs had a significantly stronger influence on perceived usefulness.

► We describe a system for building augmented reality learning environments.
► We examine factors affecting learners’ attitude to augmented reality environments.
► Learners can perform experiments on 3D virtual objects by hands-on experiences.
► Intention to use depends much more on perceived enjoyment than on usefulness.
► Interface style and ease of use have a weak influence on perceived enjoyment.