Augmented Reality as an Emerging Digital Technology in Education: An Integrated Acceptance and Satisfaction Model

DOI

10.2991/978-94-6239-745-3_17How to use a DOI?

Keywords

Augmented Reality (AR); Digital Educational Technology; Technology Acceptance (UTAUT); Information Systems Success (ISSM); Expectation–Confirmation Theory (ECT); Learner Satisfaction & Loyalty

Abstract

This Augmented Reality (AR) is increasingly recogsnized as an emerging digital technology in education due to its ability to overlay virtual information onto real-world learning environments. By integrating immersive, interactive, and mobile learning features, AR enables learners to engage actively with educational content, enhancing experiential and ubiquitous learning. However, empirical studies that comprehensively examine learners’ acceptance, satisfaction, and continued usage of AR-based educational applications remain limited. This study aims to investigate the determinants of learners’ satisfaction and loyalty toward educational AR applications by positioning AR as a digital educational technology. An integrated research model is proposed, drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT), the Information Systems Success Model (ISSM), and Expectation Confirmation Theory (ECT). The model incorporates social influence, facilitating conditions, hedonic motivation, habit, price value, personal innovativeness, and quality dimensions to explain learners’ satisfaction and loyalty toward educational AR applications. Data were collected via an online survey from 400 young adults aged 18-34 with prior AR experience and analyzed using partial least squares structural equation modeling (PLS-SEM). Findings indicate that selected technology acceptance factors and service-related quality dimensions significantly influence learners’ satisfaction, which in turn drives loyalty toward AR applications. The study contributes theoretically by integrating acceptance, system quality, and post adoption perspectives into a single explanatory framework, positioning AR as a robust digital learning technology. Practically, the findings provide actionable insights for educators, instructional designers, and developers in designing effective, user-centered AR-based learning solutions.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits any noncommercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if you modified the licensed material. You do not have permission under this license to share adapted material derived from this chapter or parts of it.

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TY  - CONF
AU  - Yuana Iwan
AU  - Ing Grace Phang
PY  - 2026
DA  - 2026/08/24
TI  - Augmented Reality as an Emerging Digital Technology in Education: An Integrated Acceptance and Satisfaction Model
BT  - Proceedings of the International Conference on Research, Innovation, Sustainability, and Educations (IRISECON 2026)
PB  - Atlantis Press
SP  - 240
EP  - 259
SN  - 3091-4442
UR  - https://doi.org/10.2991/978-94-6239-745-3_17
DO  - 10.2991/978-94-6239-745-3_17
ID  - Iwan2026
ER  -