The Impact Continuous Adaptation of Augmented Reality After Covid-19 in United Arab Emirates

Abstract

Augmented reality is gaining popularity in a variety of disciplines, particularly in educational environments. Distance learning has become a reality in the aftermath of the Covid-19 epidemic. It is already in use worldwide, and education using augmented reality technology will assist learners in absorbing learning information in a more creative state of mind than ever before. There has been little study into the adoption of augmented reality in developing countries. As a result, understanding the characteristics of augmented reality adoption is critical for encouraging and motivating students to use this incredibly creative and effective form of technology in the continuous adaptation of the distance educational process after the covid 19 epidemic. In light of this, the authors combined UTUAT2 and Task-Technology Fit theories. The study has targeted undergraduate students at Al-Ain University in the United Arab Emirates to gather the data. Purposive sampling procedures were employed to gather a valid sample of 534 questionnaires for this investigation. Finally, the acquired data were analyzed using the Partial Least Square Structural Equation Model (PLS-SEM). The results revealed that technology characteristics, performance expectancy, effort expectancy, hedonic motivation, and task technology fit have a significant and positive effect on behavioral intention. In addition, the findings indicated that task technology fit partially mediated the effect of technology characteristics, performance expectancy on behavioral intention. The findings of this study will contribute more useful knowledge to the literature, resulting in a greater understanding of the characteristics and behaviors of Augmented reality after covid 19 pandemic implementation in developing countries.