Abstract
As people attach increasing importance to the learning environment and design of teaching materials in STEM, how to design teaching materials that enable students to seamlessly integrate the learning of scientific investigation, engineering design, mathematical reasoning, and technical skills has become increasingly important. The purpose of this research was to explore the behavioral intention of GAR-STEM teaching application users. The results showed that the best predictor of practicability, entertainment, and media interactivity for intention towards GAR-STEM app design was usage attitude (R2= 0.547), followed by intent to use (R2 = 0.528), practicability (R2 = 0.408), and entertainment (R2 = 0.186). The proposed model explained 52.8% of the variance in behavioral intention. The overall findings suggested that usage attitude and intent to use may augment its function as a key factor for the procedural intention toward GAR-STEM app design. Keywords: augmented reality, gamification apps, importance-performance matrix analysis, STEM education.
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