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Students' expectations and social media sharing in adopting augmented reality

Students' expectations and social media sharing in adopting augmented reality This study examines students' emotional responses to augmented reality (AR) applications and their willingness to share on social media. It also compares user experiences of AR and virtual reality (VR).Design/methodology/approachIn line with expectation disconfirmation theory, the study focuses on students' experiences in the post-adoption situation where they had gained actual experiences of AR applications. The participants in this case study included 100 undergraduate students from higher educational institutes.FindingsAugmentation as a value-creating mechanism seems to create surprising emotional reactions, as it created completely new and unexpected experiences for first-time users. This study also shows that positive user experiences increased the students' willingness to share AR content on social media channels. In addition, AR seems to be easier to adopt than does VR with “cardboard-style” VR headsets.Research limitations/implicationsMore research is needed to determine which specific features of AR applications and pedagogical methods create positively surprising emotional experiences that affect rewarding learning experiences and social media sharing.Practical implicationsThe results of this study allow designers and educators to select educational technologies that emotionally engage students to use and share them. Positively surprising emotional experiences are important for rewarding learning experiences. The findings also provide hints on the future preferences of new AR users.Originality/valueThis study created a new understanding of the emotional determinants of AR adoption and sharing on social media. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The International Journal of Information and Learning Technology Emerald Publishing

Students' expectations and social media sharing in adopting augmented reality

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2056-4880
DOI
10.1108/ijilt-05-2020-0072
Publisher site
See Article on Publisher Site

Abstract

This study examines students' emotional responses to augmented reality (AR) applications and their willingness to share on social media. It also compares user experiences of AR and virtual reality (VR).Design/methodology/approachIn line with expectation disconfirmation theory, the study focuses on students' experiences in the post-adoption situation where they had gained actual experiences of AR applications. The participants in this case study included 100 undergraduate students from higher educational institutes.FindingsAugmentation as a value-creating mechanism seems to create surprising emotional reactions, as it created completely new and unexpected experiences for first-time users. This study also shows that positive user experiences increased the students' willingness to share AR content on social media channels. In addition, AR seems to be easier to adopt than does VR with “cardboard-style” VR headsets.Research limitations/implicationsMore research is needed to determine which specific features of AR applications and pedagogical methods create positively surprising emotional experiences that affect rewarding learning experiences and social media sharing.Practical implicationsThe results of this study allow designers and educators to select educational technologies that emotionally engage students to use and share them. Positively surprising emotional experiences are important for rewarding learning experiences. The findings also provide hints on the future preferences of new AR users.Originality/valueThis study created a new understanding of the emotional determinants of AR adoption and sharing on social media.

Journal

The International Journal of Information and Learning TechnologyEmerald Publishing

Published: Mar 15, 2021

Keywords: Augmented reality; Educational technology; Emotions; Higher education; User experience; Virtual reality

References