Evaluating Students’ Acceptance Intention of Augmented Reality in Automation Systems Using the Technology Acceptance Model

Abstract

This study aims to evaluate the factors influencing the acceptance of augmented reality among students within an automation system. The researchers of this study adopted the technology acceptance model (TAM) and gathered data to examine the path relationships among key variables: perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention to use, all of which impact system acceptance. A survey was administered to students to gauge their perspectives on integrating augmented reality into the automation system. The study sample consisted of 41 students enrolled in the automation system course where augmented reality was utilized in teaching. Utilizing the partial least square approach, the hypothesis model was analyzed. The results revealed a lack of significant correlation between perceived ease of use and perceived usefulness in relation to augmented reality usage. However, perceived ease of use positively influences students’ behavioral intention to use, while perceived usefulness significantly affects behavioral intention to use through augmented reality. Notably, perceived usefulness exhibits a significant relationship with both behavioral intention to use and attitude toward use in the context of augmented reality usage. Moreover, perceived ease of use positively affects attitude toward use for students within the context of automation systems with augmented reality. Furthermore, no significant relationships were observed between attitude toward use and behavioral intention to use, nor between perceived ease of use and perceived usefulness regarding augmented reality usage. This study offers valuable insights for educators in the field of engineering and technology who are engaged in training and sustainability development programs.