Technology Acceptance of Wearable Collaborative Augmented Reality for Mathematics Education in A Junior High School

Abstract

The Wearable Collaborative Augmented Reality (WcAR) represents a state-of-the-art advancement in computer technology, exhibiting diverse applications across various domains. Despite the increasing recognition of WcAR as an emerging educational technology, there exists a compelling need for further research, particularly in the context of mathematics education at the junior high school level. This research focuses on examining learners' acceptance of technology concerning Wearable Collaborative Augmented Reality (WcAR). The study utilizes data collected through questionnaires distributed after learners have interacted with the Hololens 2 device. To rigorously evaluate the proposed relationships, this investigation employs the methodology of Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings of the study reveal a statistically significant positive correlation between three extension structures—Interaction, Imagination, and Innovation—and the constructs of the Technology Acceptance Model (TAM), namely Perceived Usefulness and Perceived Ease of Use. Consequently, these results offer empirical support for the assertion that Wearable Collaborative Augmented Reality (WcAR) technology has the potential to be an effective tool for enhancing junior high school mathematics instruction. This empirical validation establishes a crucial theoretical foundation for subsequent empirical research endeavors in this domain. Furthermore, the study also discovers that WcAR technology can cultivate students' spatial understanding, providing valuable practical insights for the field of mathematics education.