Understanding the Complex Adoption Behavior of Augmented Reality in Education Based on Complexity Theory: a Fuzzy Set Qualitative Comparative Analysis (fsQCA)

Augmented reality (AR) is one of the recent technological innovations that will shape the future of the education sector. However, it remains unknown how AR potential may impact the behavioral intention (BI) of using AR in education. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the technology acceptance model (TAM), this article empirically considers how such features impact user behavior. Utilizing survey data of 100 students, we perform fuzzy set qualitative comparative analyses (fsQCA) to derive patterns of factors that influence BI to use AR in education. The outcomes of the fsQCA demonstrate that high BI to use AR in education is achievable in many different ways.