Research on the Factors and Pathways Affecting Users’ Willingness to Use AR Animations for Science Popularization: An Extension of the Technology Acceptance Model

The rise of augmented reality (AR) technology offers a new viewpoint and innovative approach to the sharing and understanding of science education. AR animations for science popularization transform educational content into animated formats and utilize interactive presentation techniques made possible by AR. This approach improves users’ comprehension, enjoyment, and motivation, encouraging them to pursue further learning, exploration, and engagement in experiences. Nonetheless, research on the factors that shape users’ experiences with AR animations for science popularization is limited, and examining the elements that influence users’ willingness to engage and enhance their behavioral intentions is an area that necessitates further exploration. This study proposes an extended Technology Acceptance Model (TAM) that integrates user perception, psychological experiences, and technology acceptance-related factors to predict the engagement of AR animations for science popularization. The study investigates the pathways connecting these factors and puts forward 15 associated hypotheses. Data analysis from 347 respondents indicates that entertainment, interactivity, visual appeal, self-efficacy, perceived usefulness, perceived ease of use, and attitude are significant factors affecting users’ willingness to engage. The research results not only validate the impact of these factors on users’ willingness to use but also provide practical and feasible improvement strategies with practical insights for the design of AR animations for science popularization, the teaching practices of educators, and the innovative directions for technology developers. Especially in the field of science education, the findings of this study have strong practical value and provide theoretical support and practical evidence for the future promotion of AR technology in education.