Bridging technology and cognition: investigating augmented reality acceptance and thinking skill development using SEM-IPMA analysis
DOI:
https://doi.org/10.56294/saludcyt20251943Keywords:
Augmented Reality, Technology Acceptance Model, Computational Thinking Skills, Critical Thinking SkillsAbstract
Introduction: Prior research has predominantly focused on dissecting the Technology Acceptance Model (TAM) to elucidate users’ behavioral intentions toward adopting technology. Building upon this foundational scholarship, the present study advances the discourse by examining the cognitive ramifications associated with technology adoption. In particular, this investigation seeks to elucidate the interplay between perceived usefulness, perceived ease of use, and the actual utilization of augmented reality (AR) technologies, as they pertain to the cultivation of computational thinking and critical thinking competencies.
Methods: This research adopts a quantitative approach, with an associative design. A sample of 141 vocational high school students from West Sumatera, Indonesia. The collected data were examined through Structural Equation Modeling (SEM) and Importance-Performance Map Analysis (IPMA).
Results: Statistical analyses indicated that both perceived ease of use and actual AR utilization significantly enhanced students’ computational and critical thinking skills. While perceived usefulness significantly influenced critical thinking, its effect on computational thinking was not statistically meaningful. IPMA results further highlighted that AR’s ease of use performs strongly, whereas perceived usefulness remains an area for improvement.
Conclusions: The theoretical extension of the TAM into the domain of cognitive outcomes, moving beyond its traditional behavioral scope. They also establish a compelling platform for future scholarly inquiry and the formulation of strategic, evidence-based approaches to optimizing AR integration particularly in fostering higher-order thinking.
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