Technology acceptance of a mobile augmented reality learning application among primary school students: A focus on the moderating effects of gender.

This study examines the relationships among gender, perceived usefulness (PU), computer self-efficacy (CSE), perceived ease of use (PEOU), and behavioural intention (BI) to utilize a mobile Augmented Reality learning tool related to Blippar software. The study was based on a quantitative approach involving an online survey. The study sample consisted of 60 primary school students involved of 36 girls and 24 boys with an average age of 11.5 years. The research instrument used was based on a questionnaire adapted from earlier studies consisting of 15 items to collect data pertaining to the respondents' perceptions of CSE, PU, PEOU, and BI. A series of independent t-tests and Multiple Linear Regressions were used to analyze the data. The findings depicted that the differences in the mean scores of CSE, PU, PEOU, and BI between female and male students were not statistically significant, thus providing no evidence to support the research hypotheses that speculated they were significant. Likewise, the results of Multiple Linear Regressions showed that the computed path coefficients (ß) of the relationships between the above constructs for both girls and boys were significant and moderately strong. Again, there was no strong evidence to support the remaining hypotheses that speculated significant moderation effects of gender on such relationships. Overall, such findings are highly promising, signifying that both male and female primary school students would perceive the usefulness and ease of use of novel learning applications or tools, such as mobile augmented reality, to be equally high. In turn, the high perceived values of such factors would assuredly shape their behavioural intention to use innovative technology-enabled tools with higher enthusiasm. [ABSTRACT FROM AUTHOR]