Usage of augmented reality (AR) and development of e-learning outcomes: An empirical evaluation of students’ e-learning experience

Abstract

This study aims to examine students' experience of augmented reality learning applications (AR.LRP). Uses and gratifications theory was proposed as a theoretical foundation of the current study's conceptual model. Four dimensions of UGT benefits were proposed as key antecedences of the students' experience with AR.LRP: personal interactive benefits, social interactive benefits, affective benefits, and cognitive benefits. The model was also extended by considering the role of telepresence. Further, technostress was proposed on the current study to moderate the relationship between the aspects of UGT and e-learning experience. A sample size of 500 undergraduate students from the four largest Universities in Saudi Arabia was used in the current study survey. The statistical results largely support the significant impact of personal interactive benefits, affective benefits, and cognitive benefits, and telepresence on student experience with AR.LRP. Technostress was also found to significantly moderate the relationship between UGT dimensions and student experience with AR.LRP. Further, results support a significant relationship between student experience with AR.LRP and students' learning performance. This study has contributed to the perspectives of researchers and practitioners by highlighting the most important aspects and characteristics that ensure a distinctive and positive students' experience of the drum with applications with AR.LRP.