Sunardi et al. (2022) conducted research by implementing augmented reality (AR) in video conference-based learning during the COVID-19 pandemic in higher education. They surveyed 170 students from various majors and regions. They found that performance expectation, hedonic motivation, and habit were the most significant factors influencing the acceptance of AR in video conference-based learning. The results show that AR technology can provide benefits in video conferencing to motivate and inspire students. These findings may help university management in applying metaverse technology in education.
The use of augmented reality (AR) for higher education has several benefits, including:
- AR can motivate and inspire students, thus improving the learning process.
- AR helps students perform better in their studies, which results in better grades and a more positive learning experience.
- The use of AR can provide satisfaction and enjoyment for students, thus increasing their engagement and motivation in learning.
- AR can help form study habits among university students and increase their use and familiarity with technology.
- Social factors and environmental conditions also play a role in increasing students’ engagement and motivation to learn through AR.
Thus, AR can be a valuable tool in video conferencing for higher education as it helps students engage with the material, perform better, and enjoy the learning process. In addition to its usefulness, the use of AR has several challenges that must be faced, including:
- Technical challenges can arise as not all students have access to the necessary hardware or software, leading to gaps in participation. Students and educators also need time to learn how to use AR effectively so that it can slow down the learning process.
- Distractions are also possible due to the immersive nature of AR which can distract students from the educational content being presented.
- In addition, the high cost of implementing AR technology can be a barrier for universities, which need to invest significantly in infrastructure and training.
- Finally, the affordability of AR is also an issue, especially for students with disabilities or limitations that affect their ability to interact with this technology effectively.
While AR has great benefits in enhancing the learning experience, it is important to consider the challenges involved in integrating AR into higher education.
Sunardi Sunardi, Arief Ramadhan, Edi Abdurachman, Agung Trisetyarso, Muhammad Zarlis
Three years after the COVID-19 pandemic emerged, we have adapted to the new normal, especially in the education field. Learning with video conferences has become our daily activity, and learning tools have gotten more prominent attention to gain student engagement, especially in emergency remote teaching (ERT). Since the trends of metaverse campaigns by meta, augmented reality (AR) has increased recognition in education contexts. However, very little research about the acceptance of augmented reality in video conferences, especially among university students. This paper aims to measure acceptance of AR in video conferences to motivate and inspire students to gain benefits and get impactful technology in the learning process. The research gathered data from a survey of 170 university students (from 5 majors in the study program and 17 different demographic areas) using unified theory of acceptance of technology 2 (UTAUT2). The result reveals that variables significantly impact acceptance: performance expectancy, hedonic motivation, and habit. The least significant but still positive effects are effort expectancy, social influence, and facilitating conditions. The study will provide helpful information on AR technology in video conferences and help top-level management in the university that provides online/distance learning in the early diffusion stage for metaverse in education.
By: I. Busthomi