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Article
Publication date: 6 January 2021

Ari Alamäki, Amir Dirin and Jyrki Suomala

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…

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Abstract

Purpose

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/approach

In 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.

Findings

Augmentation 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/implications

More 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 implications

The 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/value

This study created a new understanding of the emotional determinants of AR adoption and sharing on social media.

Details

The International Journal of Information and Learning Technology, vol. 38 no. 2
Type: Research Article
ISSN: 2056-4880

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