Extending the TAM for a World-Wide-Web context
Information and Management
Construct3D: A Virtual Reality Application for Mathematics and Geometry Education
Education and Information Technologies
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Building Virtual and Augmented Reality museum exhibitions
Proceedings of the ninth international conference on 3D Web technology
Machine Vision: Theory, Algorithms, Practicalities
Machine Vision: Theory, Algorithms, Practicalities
Dynamic creation of interactive mixed reality presentations
Proceedings of the ACM symposium on Virtual reality software and technology
Dynamic interactive VR network services for education
Proceedings of the ACM symposium on Virtual reality software and technology
Effects of interface style on user perceptions and behavioral intention to use computer systems
Computers in Human Behavior
Mixed reality classroom: learning from entertainment
Proceedings of the 2nd international conference on Digital interactive media in entertainment and arts
Modelling technology acceptance in education: A study of pre-service teachers
Computers & Education
The input-interface of Webcam applied in 3D virtual reality systems
Computers & Education
Educational resources as digital products
EC-Web'05 Proceedings of the 6th international conference on E-Commerce and Web Technologies
An Augmented Reality Environment for Astronomy Learning in Elementary Grades: An Exploratory Study
Proceedings of the 25ième conférence francophone on l'Interaction Homme-Machine
Users' intrinsic and extrinsic drivers to use a web-based educational environment
Computers & Education
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The ARIES system for creating and presenting 3D image-based augmented reality learning environments is presented. To evaluate the attitude of learners toward learning in ARIES augmented reality environments, a questionnaire was designed based on Technology Acceptance Model (TAM) enhanced with perceived enjoyment and interface style constructs. For empirical study, a scenario of a chemistry experimental lesson was developed. The study involved students of the second grade of lower secondary school. As follows from this study, perceived usefulness and enjoyment had a comparable effect on the attitude toward using augmented reality environments. However, perceived enjoyment played a dominant role in determining the actual intention to use them. The interface style based on physical markers had significant impact on perceived ease of use. Interface style and perceived ease of use had a weak influence on perceived enjoyment. In contrast, these two constructs had a significantly stronger influence on perceived usefulness.