Assessing the role of augmented reality in enhancing employee operational engagement and knowledge retention in UAE business training

Abstract

Purpose This study aims to investigate the impact of augmented reality (AR) training modules on knowledge retention in corporate settings, focusing on the context of the United Arab Emirates (UAE). Drawing on the Technology Acceptance Model (TAM) and existing literature, the study examines the relationships between AR training modules, employees’ engagement, interactive learning environments and knowledge retention. Design/methodology/approach This study uses a quantitative technique by using a structured survey to collect data from participants in service sectors in the UAE. The survey gathers information on their attitudes, views and behaviors toward using AR in business training. This study used a stratified random selection to guarantee representation across several service sectors in the UAE, including hospitality, tourism, retail and finance. A SEM analysis tool was used to test the relationship that exists between the construct under investigation, that is, employees’ engagements (EE), AR training modules (ARTM), interactive learning environment (ILE), Fintech training content (FTC), the moderating role of technological aptitude (TA) on knowledge retention (KR). Findings Findings reveal a significant positive correlation between AR training modules and knowledge retention, emphasizing the potential of immersive technologies in enhancing learning outcomes. Moreover, the study underscores the importance of engaged employees, customized training materials and technological proficiency in shaping knowledge retention. Limitations and avenues for further research are also discussed. Originality/value Overall, this study contributes to understanding the factors influencing knowledge retention in corporate training contexts and provides practical insights for organizations seeking to optimize their training programs.