Investigating the Psychological Influence of an Augmented Reality Application on E-Learning amid the COVID-19 Pandemic: An Examination of College Students in Asia

Abstract

The COVID-19 epidemic has significantly changed the educational landscape, prompting the development of online learning strategies to maintain education. Augmented reality (AR) apps have become a well-liked tool as educational institutions look for efficient solutions. This study looks into how an AR app affects college students' propensity to use digital resources during the epidemic. A conceptual model was created to investigate the attitudes and intentions of 135 Filipino college students concerning the usage of augmented reality (AR) applications for e-learning, drawing on the planned behavior theory. It was decided to use structural equation modeling to examine the student data. The results show that although subjective standards have no effect on students' adoption of AR applications for e-learning, attitudes and a feeling of control over their behaviors do. This shows that students' individual views and sense of control over their learning are more important in influencing their behavior while utilizing augmented reality (AR) applications. This research demonstrates that, in response to the obstacles given by the epidemic, pupils are accepting of novel instructional techniques, such as AR apps. By delivering an immersive and engaging experience that improves learning outcomes, augmented reality (AR) applications provide a possible answer to the challenges encountered in online learning. The results of this study have relevance for educational organizations and policymakers in developing and putting into practice efficient e-learning methods both during and after the epidemic. Institutions may improve student engagement, motivation, and overall learning experiences by incorporating augmented reality (AR) applications into online learning systems. Future studies may look at the unique features of AR apps that make them useful for e-learning and the long-term effects of AR integration in the classroom.