Shopping in the digital world: Examining customer engagement through augmented reality mobile applications

This paper presents a study that sought to investigate student perceptions and attitudes towards the use of augmented reality (AR) technology for learning in Multimedia University. An AR mobile application was designed using Authentic Learning principles outlined by J. Herrington and L. Kervin, Educational Media International 44, 219 (2007) as a framework and developed using UNITY software. A Technology Acceptance Model was used to gauge student perception and to identify the factors that influence their intention to use AR learning materials. Results of the study indicate that students responded positively to the perceived use (PU) and perceived ease of use (PEOU) of the AR application, which led to a positive attitude towards usage (ATU) and intention to use (BIU). The encouraging response provides support for more research into the use of AR technology to enhance learning environments.

Augmented reality (AR) is a technology that allows real-time virtual elements to be integrated into a real environment. The goal of this research is to investigate the effect of AR attributes (interactivity, vividness, novelty) on perceived usefulness, perceived ease of use and consumer’s engagement. A quantitative research design and purposive sampling method were employed with a sample of 300 women in Tunisia on a beauty AR mobile application. The findings show that AR attributes positively influence consumer’s perceived ease of use and usefulness and as well as customer engagement. The TAM factors have a positive effect on user experience to AR. Furthermore, the later has a significant effect on customer engagement toward the technology of AR. The results highlight also a moderating effect of high self-efficacy and generation Z between all AR attributes and consumer’s perception of ease of use and usefulness. This study provides a greater comprehension of an unavoidable role of AR technology in the context of beauty products for women in emerging country.

Aim The use of augmented and mixed reality technology is a novel and rapidly developing field. This technology has generated significant interest in surgery, however the evidence supporting its proposed benefits is limited. This systematic review aims to critically appraise the intraoperative use of augmented and mixed reality technology to improve surgical outcomes in order to provide directions for future research. Method This systematic review is registered with PROSPERO (CRD42020205892) and was performed in adherence to PRISMA guidelines. Studies reporting primary data on surgical outcomes of the intraoperative use of augmented and mixed reality technology were included. A structured search of major literature databases was performed. Risk of bias was assessed following the guidance of the Cochrane Handbook. Results 68 studies met the inclusion criteria, with 63 reporting the intraoperative use of augmented reality technology and 5 reporting the use of mixed reality. The number and methodological quality of these studies is increasing. The intraoperative use of this technology has been demonstrated to reduce operative times, intraoperative blood loss and lengths of hospital admissions in specific settings. The widespread adoption of this technology faces the challenges of its cost, technical precision and integration into the surgical workflow. Conclusions The intraoperative use of augmented and mixed reality technology is an area of research still in its early stages, with an increasing number of methodologically robust studies on the subject. Current results suggest that the use of this technology is safe and, in certain applications, has the potential to significantly improve surgical and health-economic outcomes.

The article "The use of mobile applications that allow the use of AR (augmented reality) technology in understanding physics phenomena" provides an overview of modern mobile applications designed to enrich the educational process in the field of physics using augmented reality (AR). In addition, he examines the benefits of using AR, such as increasing student motivation, improving understanding of abstract physics concepts, and creating interactive learning environments. The article provides examples of popular applications that allow you to visualize physical phenomena, conduct virtual experiments and demonstrate complex physical concepts using smartphones and tablets. The article discusses various applications available on the market and provides detailed information about their functionality and benefits. The article considers the following aspects: assessment of the role of AR technology in education and its impact on the educational process in physics; review of popular mobile applications capable of creating interactive and visual educational scenarios in AR to understand the phenomena of physics; analysis of the capabilities and limitations of each application, including accessibility, device compatibility and the quality of the educational content offered. This article gives a complete picture of how modern mobile applications with AR technology can make learning physics fun, interactive and effective, and experimentally proves its effectiveness.

The chemical reaction between different molecules is an important learning subject in a chemistry course. Especially for elementary school students, this can be an abstract concept and therefore difficult to understand. One way to facilitate this learning process is to use Augmented Reality (AR) technology, which is considered as an added value compared with classical learning materials such as textbooks, two-dimensional images, video, and so forth. Among the different advantages of using AR technology in the context of the educational domain is the fact that three-dimensional technology is offering a safe environment especially if the students have to perform critical tasks such as simulating chemical reactions. This work investigates students' attitude toward the use of a mobile AR application for learning atoms' and molecules' reactions. In particular, we focused on female students because, in general, female students show less interest in science and technology than male students. We were keen to investigate whether the use of AR technology could change this attitude. The students are able to interact with different AR components to explore the possible reactions in a three-dimensional interface, to understand the structure and shape of atoms and molecules, and to view related explanations in their native language, that is, the Arabic language. The mobile AR application was evaluated by a class of 12- to 13-year-old (7th grade) students in a Palestinian primary school. The number of participants was 50, all female students. After analyzing the results, we can conclude that these female students had a positive attitude toward the use of this AR application in their learning process.

The chemical reaction between different molecules is an important learning subject in a chemistry course. Especially for elementary school students, this can be an abstract concept and therefore difficult to understand. One way to facilitate this learning process is to use Augmented Reality (AR) technology, which is considered as an added value compared to classical learning materials such as textbooks, 2D images, video, etc. Among the different advantages of using AR technology in the context of educational domain is the fact that 3D technology is offering a safe environment especially if the students have to perform critical tasks such as simulating chemical reactions. This work investigates the students’ attitude towards the use of a mobile AR application for learning atoms and molecules reactions. In particular, we focused on female students as in general female students show less interest in science and technology than male students. We were keen to investigate whether the use of AR technology could change this attitude. The students are able to interact with the different AR components to explore the possible reactions in a 3D interface, to see the structure and shape of atoms and molecules, and to view related descriptions in their native language, i.e. the Arabic language. The mobile AR application was evaluated by a class of 12–13 years old (7th grade) students in a Palestinian primary school. The number of participants was 50, all female students. After analyzing the results, we can conclude that the female students had a positive attitude toward the use of this AR application in their learning process.

This study examines augmented reality, which imposes on the world around us virtual objects, characters, filters, or other effects through a special camera. Currently, augmented reality is considered potential for pedagogical programs and it is beginning to gain momentum and be actively used. The use of augmented reality technology opens up new opportunities that increase productivity and efficiency in various industries, improve communication and knowledge transfer and make distance learning more comfortable and realistic. However, the factor of reducing the cost of production or the educational process due to the introduction of augmented reality is not yet fully disclosed and requires a detailed analysis, part of which is conducted in this paper. The existing types of augmented, virtual and mixed reality technologies were analyzed, their comparison was made, the current place in the market was determined, as well as their influence and role in modern education. The paper presents examples of the use of augmented reality technology in various fields, including in production, which demonstrates a significant increase in efficiency and confirms the relevance. An overview of the premises and laboratories, which now use virtual and augmented reality technologies for the educational process. The article also describes the shortcomings of the educational process, which can be corrected by introducing augmented reality technology. The economic benefit of using augmented reality in the educational process on a real example was calculated, due to which the expediency of this implementation was proved. Elements of the educational process are considered, the replacement of which with augmented reality will make education cheaper, and this means more accessible. An example of markers used for an augmented reality application in the field of aircraft construction is given. The tendency of the application of augmented reality and use in the educational process for the next years is analyzed, the branches in which it can be applied are considered and the expediency of its use is confirmed.

The digital and automotive application ecosystems have been rapidly transformed by augmented reality (AR). Mobile app augmentation in the automotive sector has shown a lot of potential in terms of improving user engagement and the overall experience. Exploring the impact of augmented reality on user engagement, advantages, problems, and future possibilities in automotive mobile apps is the focus of this research. With the use of augmented reality (AR) technology integrated into automobile smartphone applications, users may enjoy real-time experiences, navigational assistance, and virtual vehicle customisation. The most essential benefit of all of these additions is the improvement they bring to user engagement and happiness. By superimposing digital information over the user's actual surroundings, the technology creates an immersive and natural experience. It has also covered the difficulties of implementing automotive applications, such as the high cost of developing robust technology and concerns about user privacy. On the other hand, with the advent of new affordances, the future seems bright for the widespread use of augmented reality technology. Because of this, augmented reality (AR) for automotive mobile apps has a promising future in terms of innovation and integration across different parts of the user experience. That is why augmented reality (AR) in car applications greatly improves the quality of life for the user. Its real-time interaction features cater to users' wants and preferences, greatly improving the overall user experience. As augmented reality develops further, it will play an increasingly important role in the car sector, opening up a wide range of possibilities for consumer engagement and happiness.

Academic Librarians' Attitudes towards Augmented Reality

Listening skills in a foreign language are an important component of an effective language learning process. Technological advances have opened up new opportunities to improve listening skills, one of which is through the use of Augmented Reality (AR) technology. This study aims to explain the potential use of AR in this context. The use of AR in foreign language learning provides an interactive and immersive experience for students. This technology allows users to combine the real world with digital elements, such as text or images, which can aid in the understanding and mastery of a foreign language. Various AR applications developed specifically for foreign language learning can create simulated situations where students can practice listening in real contexts. In addition, AR also allows personalization of learning. The AR system can be adapted to individual learners' ability levels, providing suitable exercises and challenges. This helps increase learning motivation and overall learning outcomes. This research also examines the challenges that may be faced in using AR, such as the accessibility of the technology and devices required, as well as the development of adequate content. However, as technology continues to develop, there are more and more opportunities to overcome these obstacles. In conclusion, the use of Augmented Reality technology can bring great benefits in improving listening skills in foreign languages. With the right approach and investment in the development of relevant technology and content, AR has the potential to become a valuable tool in foreign language education and can help students achieve higher levels of competency in foreign language listening. It is hoped that the results of this research can increase knowledge for pupils and students who utilize Augmented Reality Technology to Improve Listening Skills in Foreign Languages. The limitation of this research is that the researcher did not directly get involved in conducting this research, but instead distributed the questionnaire online.

Modern society needs specialists who are ready to work in a high-tech professional environment. The use of augmented reality and virtual reality technologies is a key area of professional development in the near future, including within educational institutions, to optimise the process of forming students' professional competence in the context of learning English. The purpose of the article is to study and analyse the existing experience of using educational technologies of augmented and virtual reality in teaching a foreign language. Methodology and methods: the lack of a sufficient research base dedicated directly to the experience of implementing AR and VR technologies in teaching foreign languages to university students led to the choice of a comprehensive research methodology: theoretical analysis of scientific and pedagogical literature on the topic of the study, description and analysis of the research results. As a result, the article analyses the use of augmented and virtual reality technologies in teaching foreign languages, their purpose and functions. The advantages and disadvantages of augmented and virtual reality technologies are reflected. Conclusions: the study demonstrated that educational technologies are potentially effective in teaching foreign languages at universities, and many of their shortcomings can be eliminated in the coming years in the context of neuropedagogical technologies.

This paper presents the findings of two studies that replicate previous work by Fred Davis on the subject of perceived usefulness, ease of use, and usage of information technology. The two studies focus on evaluating the psychometric properties of the ease of use and usefulness scales, while examining the relationship between ease of use, usefulness, and system usage. Study 1 provides a strong assessment of the convergent validity of the two scales by examining heterogeneous user groups dealing with heterogeneous implementations of messaging technology. In addition, because one might expect users to share similar perspectives about voice and electronic mail, the study also represents a strong test of discriminant validity. In this study a total of 118 respondents from 10 different organizations were surveyed for their attitudes toward two messaging technologies: voice and electronic mail. Study 2 complements the approach taken in Study 1 by focusing on the ability to demonstrate discriminant validity. Three popular software applications (WordPerfect, Lotus 1-2-3, and Harvard Graphics) were examined based on the expectation that they would all be rated highly on both scales. In this study a total of 73 users rated the three packages in terms of ease of use and usefulness. The results of the studies demonstrate reliable and valid scales for measurement of perceived ease of use and usefulness. In addition, the paper tests the relationships between ease of use, usefulness, and usage using structural equation modelling. The results of this model are consistent with previous research for Study 1, suggesting that usefulness is an important determinant of system use. For Study 2 the results are somewhat mixed, but indicate the importance of both ease of use and usefulness. Differences in conditions of usage are explored to explain these findings.

This research aims to explore the use of Augmented Reality (AR) technology in the context of cultural heritage preservation, with a particular focus on the Old Jami Mosque of Palopo. This research uses a qualitative case study approach to investigate the application of AR in preserving the mosque's cultural heritage. Data were collected through observation, interviews, documentary analysis, and system testing using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The findings from a questionnaire survey conducted with 50 respondents representing the general public, students, college students, traditional leaders, and tourists indicated a positive acceptance of the AR system, with an overall approval rating of 87% across various aspects. The results demonstrate that the developed AR application for the Old Jami Mosque Palopo enhances visitors' experience and understanding of the mosque's historical, architectural, and cultural values. The integration of AR technology has the potential to foster greater visitor engagement and contribute to the preservation of cultural heritage. This research provides insights into the potential and advantages of leveraging AR technology for cultural heritage preservation and provides an overview of the development of effective AR applications in cultural contexts.

Summary The development of technology has been significantly given the implication towards consumer’s behaviour in having the online purchase intention via mobile app that has been developed by the e-commerce company to serve better and deliver a better service to the consumers; especially when internet has connected people through their smartphones. The insignificant growth in doing the online purchase via mobile app which does not go along with the growth of internet mobile users in Indonesia and Singapore will deliver this study in order to evaluate and validate the implication of ease of use, usefulness, system quality, information quality, and service quality towards consumer’s behaviour in having the online purchase intention via mobile app. Data was gathered with survey by spreading 100 questionnaires randomly to the respondents who had the experience in doing the online purchase via mobile app in the last 6 months in Indonesia and Singapore. The methodology in doing this study is the quantitative approach by considering the connection amongst the independent variables and the dependent variables. This research found that usefulness and information quality significantly affect the online purchase intention through mobile app in Indonesia while in Singapore ease of use, usefulness, and service quality significantly affect the online purchase intention through mobile app.

PurposeThis study aims to investigate how online teaching of faculty members is affected by technological readiness (TR) of using online teaching platforms. The study sheds light on how many faculty members were ready to use different online platforms during COVID-19 period.Design/methodology/approachThis study used TR measures to determine the impact of optimism regarding the perceived usefulness and ease of usage, impact of innovativeness in terms of perceived usability and ease of use, the influence of discomfort on perceived usefulness and ease of usage, the effect of uncertainty on perceived usefulness and ease of use and the influence of perceived usefulness and ease of use on behavior. An online questionnaire survey was conducted among 255 faculty members of different private universities of Bangladesh. The sample was chosen based on a convenience method. The responses were analyzed using partial least square (PLS) approach with the help of software Smart PLS 3.FindingsThe finding supported all of the hypotheses except that discomfort and insecurity have a positive relationship with ease of use and usefulness.Research limitations/implicationsThe study will help faculty members in developing their competency in using technologies in their pedagogy. Also, this study will provide some guidelines to the university management in developing adequate technological infrastructure to aid teaching.Practical implicationsThe aim of the study was to investigate the faculty members' readiness level with respect to online teaching. The technology assessment model (TAM) was used to determine the readiness index. The study intended to validate the hypotheses regarding the extent to which the faculty members perceived that TAM factors affect Ease of Use and Usefulness of online teaching. Also, this research analyzed the perception of faculty members that Ease of Using online teaching affects its Usefulness. Lastly, the study examined how their perception of Ease of Use and Usefulness affect Intention to Use online as a mode of teaching. It was found from the study that each of the TAM factors, Optimism, Innovativeness, Insecurity and Discomfort has positive and significant contribution on the Ease of Use. On the other hand, Optimism, Innovativeness, Insecurity and Discomfort have positive and significant contributions on the Usefulness. The study also revealed that Ease of Use has positive and significant contribution on the Usefulness. Lastly, it was found that Ease of Use and Usefulness have positive and significant contribution on the Intention to use. Teaching remotely is still a novel concept, and it is more difficult for people who have not done it before. Many teachers became burned out as a result of trying to adjust to new teaching methods, especially after the lockdown began. They were having a difficult time since there was so much ambiguity. When a teacher is well-versed in communication tools, it can improve learning efficiency. When they are properly trained, deploying engaging features of virtual learning, such as audio-visual lessons, quizzes, and so on, becomes simple, and students become eager to learn more. Teachers can plan their classes, prepare and master technology and create innovative and stimulating discussion topics (Mishra et al., 2020). They need to utilize a variety of technological options. They can rehearse virtual classroom management with colleagues if they face any difficulty. All of the aforementioned abilities can be honed with the assistance of an integrated academic system. Teachers can be trained by educational institutions to ensure a smooth learning process through the use of ICT (information and communication technologies) (Scherer et al., 2021; Mishra et al., 2020). The training will assist teachers in efficiently taking online classes. Institutions should ensure that teachers are well-suited to teach online and are skilled at keeping students engaged during remote learning. To make every chapter engaging, aspects such as videos, slides, images and digital copies of books and workbooks can be used. This allows students to receive personalized support and counseling in order to maintain their motivation (Sahu et al., 2022; Lapitan et al., 2021). Every other day, group doubt resolution classes ensure that there are no gaps in learning (Lapitan et al., 2021). All teachers require is a digital mindset, the appropriate tools and a committed approach (Sahu et al., 2022). If teachers can hold their students' attention, they can easily deliver an effective learning experience (Lapitan et al., 2021).Originality/valueThis study was conducted to identify technological preparedness of faculty members of private universities in Bangladesh during COVID-19 period. Some studies were there to assess such kind of preparedness but none of those used TAM and technology readiness model either in isolation or in combination. Also, this paper focused on teachers' readiness in contrast to students' readiness specific to private universities.