工科学生对将增强现实技术与电子作业单整合到实验室学习中的接受程度

D.T.P. Yanto, Ganefri, Sukardi, Jelpapo Putra Yanto, Rozalita Kurani, Muslim
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引用次数: 0

摘要

在教育领域使用增强现实(AR)技术已成为一种迅速发展的趋势。然而,目前急需进行更全面的研究,以确定工科学生的反应及其在实验室学习中对该技术的接受程度。本研究调查了工科学生在电机课程(EMC)的实验学习中对电子作业单集成增强现实技术(IARE-W)的接受程度。本研究根据技术接受模型(TAM),特别是感知易用性(PEU)和感知有用性(PU),实证揭示了影响接受度的因素。接受度由学生对使用的态度来表示。本研究采用问卷调查的方式收集数据,涉及 102 名工业电气工程专业的学生。研究数据采用偏最小二乘结构方程模型(PLS-SEM)分析法进行分析。结果表明,工科学生对在 EMC 中使用 IARE-W 持非常积极的态度。此外,PEU 和 PU 对工科学生使用 IARE-W 的态度有显著的直接影响。此外,PEU 还通过 PU 这一中介变量产生了显著的正向间接影响。这些研究结果对工程教育的发展和将 AR 技术融入实验学习情境具有重要意义。本研究的结果强调了在设计、开发和实施 IARE-W 时考虑 PEU 和 PU 的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Engineering Students' Acceptance of Augmented Reality Technology Integrated with E-Worksheet in The Laboratory Learning
The use of augmented reality (AR) technology in the field of education has emerged as a rapidly growing trend. However, there is an urgent need for more comprehensive research to determine the reactions of engineering students and their acceptance of this technology in laboratory learning. This study investigates the acceptance of integrated augmented reality with e-worksheet (IARE-W) among engineering students in the laboratory learning (IARE-W) among engineering students the electrical machines course (EMC). This research empirically uncovers the factors that influence it based on the technology acceptance model (TAM), specifically perceived ease of use (PEU) and perceived usefulness (PU). Acceptance is indicated by students’ attitudes toward the use. A survey-based quantitative research study using questionnaires was conducted to collect data, involving 102 students in the field of industrial electrical engineering. The partial least squares structural equation modeling (PLS-SEM) analysis was used to analyze the research data. The results demonstrated that engineering students had a highly positive attitude toward the use of the IARE-W in the EMC. Additionally, both PEU and PU had a positive and significant direct effect on engineering students’ attitudes toward using IARE-W. Furthermore, PEU also had a significant and positive indirect effect through PU as a mediating variable. These findings have significant implications for the development of engineering education and the integration of AR technology in laboratory learning contexts. The results of this study underscore the importance of taking into account PEU and PU in the design, development, and implementation of the IARE-W.
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