Perceived Usefulness in the Acceptance of Augmented Reality for Learning Science

Abstract

Objective: To analyze higher education students’ perceptions regarding the use of an augmented reality application as a teaching resource in physics education, using the Technology Acceptance Model (TAM). Methods: A study was conducted with 16 first-semester engineering students who used an augmented reality application during two instructional sessions focused on Newton’s laws. At the end of the instruction, a TAM-based instrument was administered to evaluate the use of this technology within the study context, which obtained a Cronbach’s alpha coefficient of 0.907. Results: The dimensions of perceived ease of use and perceived enjoyment obtained high average scores with low dispersion, whereas perceived usefulness showed less favorable and more dispersed evaluations among participants. Nevertheless, 64% of the students expressed a positive acceptance of the technology as an educational tool. Conclusions: In the context of science learning, the adoption of augmented reality technology may depend more on perceived usefulness than on ease of use or its playful nature.