Exploring the impact of augmented reality on student academic self-efficacy in higher education

This study develops and empirically tests a conceptual model comprising eight hypotheses that focus on the impact of Augmented Reality (AR) on student academic self-efficacy. A controlled experiment was conducted, followed by an online questionnaire with 65 students. Partial Least Square (PLS) Structural Equation Modelling (SEM) is used to assess and test the model. The results show that student cognitive strategies impact student perception and engagement with technology and learning tasks, with AR positively impacting student academic self-efficacy in higher education. Interestingly, neither the learning space nor the students' perception of task value was shown to impact their intention to use AR. Instead, it was the characteristics of the technology itself which encouraged adoption. The study's findings reinforce the need to (1) teach and facilitate effective cognitive strategies among third level students and (2) identify and overcome negative cognitive strategies that harm student self-efficacy and engagement.