Relationships between students’ affective experiences and technology acceptance in augmented reality design training in higher education
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11423-023-10298-x.pdf
Reference99 articles.
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2. Ahn, D., & Shin, D. H. (2015). Differential effect of excitement versus contentment, and excitement versus relaxation: Examining the influence of positive affects on adoption of new technology with a Korean sample. Computers in Human Behavior, 50, 283–290. https://doi.org/10.1016/j.chb.2015.03.072
3. Ainley, M. (2006). Connecting with learning: Motivation, affect and cognition in interest processes. Educational Psychology Review, 18(4), 391–405. https://doi.org/10.1007/s10648-006-9033-0
4. Alkhattabi, M. (2017). Augmented reality as e-learning tool in primary schools’ education: Barriers to teachers’ adoption. International Journal of Emerging Technologies in Learning, 12(2), 91–100. https://doi.org/10.3991/ijet.v12i02.6158
5. Aslan, S., Alyuz, N., Okur, E., Mete, S. E., Oktay, E., & Esme, A. A. (2018). Effect of emotion-aware interventions on students’ behavioral and emotional states. Educational Technology Research and Development, 66(6), 1399–1413. https://doi.org/10.1007/s11423-018-9589-7
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