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Exploring the Acceptance of Augmented Reality-Based Educational Games: A Systematic Review

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  • Wu Rong

    (Beijing Language and Culture University, China)

  • Zhonggen Yu

    (Beijing Language and Culture University, China)

Abstract

Recent studies have integrated educational games with augmented reality (AR) to develop learner motivation. However, few reviews focused on the acceptance of AR-based educational games. This review aims to provide comprehensive insight into the acceptance of AR-based educational games. This review followed the selection process of the preferred reporting items for systematic review and meta-analysis (PRISMA), including nine peer-reviewed articles published from January 2019 to March 2022. It is concluded that studies preferred to recruit students to play AR-based educational games via handhelds and used questionnaires to understand student acceptance. Technology acceptance model was the most frequently used model. Perceived usefulness and perceived ease of use were two dominant factors influencing student acceptance of AR-based educational games. In the future, game designers should integrate target learning knowledge in designing AR. Future studies should focus on the effect of socio-cultural constructs on different participants' acceptance of AR-based educational games.

Suggested Citation

  • Wu Rong & Zhonggen Yu, 2022. "Exploring the Acceptance of Augmented Reality-Based Educational Games: A Systematic Review," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 12(1), pages 1-23, January.
    • Handle: RePEc:igg:jopcd0:v:12:y:2022:i:1:p:1-23
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