隨著科技迅速發展，擴增實境已成為職業技能訓練中的創新教學工具，提供高度沉浸式及互動性的學習環境，提升學習效果與實務能力。儘管應用日益普及，專業人員對此技術的接受程度及行為意圖之相關研究仍顯不足。本研究基於科技接受模式與科技創新意識，探討科技創新意識如何影響專業人員使用擴增實境的行為意圖，並驗證科技創新意識、知覺可用性、知覺易用性與使用態度等變數之間的關聯性。
　　本研究採用自編問卷，針對71名專業人員進行調查，主要為職業重建人員與特殊教育教師。不同背景變項對各構面差異分析結果顯示，性別在科技創新意識(t=3.74, p<.001)、知覺可用性(t=2.18, p<.05)及使用態度(t=3.01, p<.01)上存在顯著差異。此外，經由路徑分析結果發現，科技創新意識對知覺可用性(β=.24, t=2.32. p<.05)、知覺易用性(β=.36, t=3.62. p<.001)具有顯著正向影響；知覺易用性對知覺可用性為顯著正向影響(β=.58, t=6.88. p<.001)；知覺可用性對使用態度(β=.54, t=6.82. p<.001)及知覺易用性對使用態度(β=.42, t=5.12. p<.001)亦呈現顯著影響；使用態度對行為意圖為顯著正向影響(β=.83, t=20.30. p<.001)。本研究整體模型顯示，科技創新意識為外部變項，直接影響知覺可用性與知覺易用性，並間接影響使用態度與行為意圖，且對行為意圖的預測力達69%。
　　本研究的發現指出，提升專業人員的科技創新意識，對於推動擴增實境在職業技能訓練中的應用具有積極作用。未來的研究應進一步探討其他可能影響專業人員行為意圖的潛在因素，諸如職業背景、科技操作經驗與教育訓練資源等，並基於實務需求，提供具體的應用建議，以促進擴增實境在更多領域的有效運用。

With the rapid advancement of technology, augmented reality (AR) has become an innovative tool in vocational skill training, offering immersive and interactive learning environments to enhance outcomes and practical skills. However, research on professionals’ behavioral intentions (BI) toward AR remains limited. This study, grounded in the Technology Acceptance Model (TAM) and technology innovativeness (TI), examines how TI influences BI and explores the relationships among TI, perceived usefulness (PU), perceived ease of use (PEOU), and attitudes toward use (AT).
　　A survey of 71 professionals revealed significant gender differences in TI (t=3.74, p<.001), PU (t=2.18, p<.05), and AT (t=3.01, p<.01). The results of path analysis indicated that TI positively influenced PU (β=.24, t=2.32, p<.05) and PEOU (β=.36, t=3.62, p<.001). PEOU significantly affected PU (β=.58, t=6.88, p<.001), while both PU (β=.54, t=6.82, p<.001) and PEOU (β=.42, t=5.12, p<.001) influenced AT. AT, in turn, had a strong positive effect on BI (β=.83, t=20.30, p<.001). The model explained 69% of the variance in BI, showing that TI indirectly affects BI via PU, PEOU, and AT.
　　The results highlight the importance of enhancing professionals’ TI to drive AR adoption in vocational training. Future research should investigate additional factors influencing BI, such as professional background, technological experience, and training resources, to facilitate broader AR applications.

行政院主計總處（2010，5月）。職業標準分類。中華民國統計資訊網。https://www.stat.gov.tw/StandardOccupationalClassificationContent.aspx?n=3145&sms=11196&RID=6&PID=Mg==&Level=1
身心障礙者職業重建服務專業人員遴用及培訓準則（2023）， 中華民國一百十二年九月二十三日勞動部勞動發特字第 1120512873A號令修正發布。https://law.moj.gov.tw/LawClass/LawAll.aspx? pcode=N0080029
特殊教育法（2023）， 中華民國一百十二年六月二十一日總統華總一義字第 11200052781號令修正公布。https://law.moj.gov.tw/LawClass/ LawAll.aspx?pcode=H0080027
特殊教育支持服務及專業團隊運作辦法（2023）， 中華民國一百十二年十二月八日教育部臺教學（四）字第 1122806301A號令修正發布。https://law.moj.gov.tw/LawClass/LawHistory.aspx?pcode=H008008
教育部（2022，7月30日）。十二年國民基本教育高級中等教育階段學校集中式特殊教育班服務群科課程綱要。教育部主管法規查詢系統。https://edu.law.moe.gov.tw/LawContent.aspx?id=GL002093
陳岳陽、曾怡靜（2016）。影響網路強迫性購買傾向之因素研究. 資訊管理學報, 23（1）, 63-98.
賴宜弘、黃芬芬、楊雪華（2015）。科技接受模式中文版量表之編製與相關研究。亞東學報，35，201-221。
Abed, S. S. (2021). Examining augmented reality adoption by consumers with highlights on gender and educational-level differences. Review of International Business and Strategy, 31(3), 397-415.
Abdullah, F., Ward, R., & Ahmed, E. (2016). Investigating the influence of the most commonly used external variables of TAM on students’ perceived ease of use (PEOU) and perceived usefulness (PU) of e-portfolios. Computers in Human Behavior, 63, 75-90.
Ab Halim, F., Muda, W. H. N. W., Zakaria, N., & Samad, N. H. B. A. (2020). The potential of using augmented reality (AR) technology as learning material in TVET. Journal of Technical Education and Training, 12(1).
Adelana, O. P., Ayanwale, M. A., Ishola, A. M., Oladejo, A. I., & Adewuyi, H. O. (2023). Exploring pre-service teachers’ intention to use virtual reality: A mixed method approach. Computers & Education: X Reality, 3, 1-16.
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior (1st edition). Prentice-Hall.
Alam, S. S., Susmit, S., Lin, C. Y., Masukujjaman, M., & Ho, Y. H. (2021). Factors affecting augmented reality adoption in the retail industry. Journal of Open Innovation: Technology, Market, and Complexity, 7(2), 142.
Algerafi, M. A., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the potential: A comprehensive evaluation of augmented reality and virtual reality in education. Electronics, 12(18), 1-29.
Alkhattabi, M. (2017). Augmented reality as E-learning tool in primary schools' education: Barriers to teachers' adoption. International Journal of Emerging Technologies in Learning, 12(2), 91.
Almaiah, M. A., Alfaisal, R., Salloum, S. A., Al-Otaibi, S., Shishakly, R., Lutfi, A., ... & Al-Maroof, R. S. (2022). Integrating teachers’ TPACK levels and students’ learning motivation, technology innovativeness, and optimism in an IoT acceptance model. Electronics, 11(19), 3197.
Amores-Valencia, A., Burgos, D., & Branch-Bedoya, J. W. (2022). Influence of motivation and academic performance in the use of Augmented Reality in education. A systematic review. Frontiers in Psychology, 13, 101-140.
Antonietti, C., Cattaneo, A., & Amenduni, F. (2022). Can teachers’ digital competence influence technology acceptance in vocational education?. Computers in Human Behavior, 132, 1-9.
Arvanitis, T. N., Petrou, A., Knight, J. F., Savas, S., Sotiriou, S., Gargalakos, M., & Gialouri, E. (2009). Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities. Personal and Ubiquitous Computing, 13(3), 243-250. https://doi.org/10.1007/s00779-007-0187-7
Ashley-Welbeck, A., & Vlachopoulos, D. (2020). Teachers’ perceptions on using augmented reality for language learning in primary years programme (PYP) education. International Journal of Emerging Technologies in Learning (iJET), 15(12), 116-135.
Ateş, H., & Garzón, J. (2023). An integrated model for examining teachers’ intentions to use augmented reality in science courses. Education and Information Technologies, 28(2), 1299-1321.
Bahar, M., & Asil, M. (2018). Attitude towards e-assessment: influence of gender, computer usage and level of education. Open Learning: The Journal of Open, Distance and e-Learning, 33(3), 221-237.
Balandin, S., & Molka-Danielsen, J. (2015). Teachers’ perceptions of virtual worlds as a medium for social inclusion for adults with intellectual disability. Disability and Rehabilitation, 37, 1543–1550. https://doi.org/10.3109/09638288.2015.1052574
Berg, L. P., & Vance, J. M. (2017). Industry use of virtual reality in product design and manufacturing: A survey. Virtual Reality, 21(1), 1-17. https://doi.org/10.1007/s10055-016-0293-9
Billinghurst, M., Clark, A., & Lee, G. (2015). A survey of augmented reality. Foundations and Trends® in Human-Computer Interaction, 8(2-3), 73-272. http://dx.doi.org/10.1561/1100000049
Boel, C., Rotsaert, T., Valcke, M., Rosseel, Y., Struyf, D., & Schellens, T. (2023). Are teachers ready to immerse? Acceptance of mobile immersive virtual reality in secondary education teachers. Research in Learning Technology, 31, 2855-2868.
Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented reality in education–cases, places and potentials. Educational Media International, 51(1), 1-15. https://doi.org/10.1080/09523987.2014.889400
Bruner, G. C., & Kumar, A. (2007). Gadget lovers. Journal of the Academy of Marketing Science, 35(3), 329-339. https://doi.org/10.1007/s11747-007-0051-3
Bryant, L., & Hemsley, B. (2022). Augmented reality: a view to future visual supports for people with disability. Disability and Rehabilitation: Assistive Technology, 19(3), 800-813. https://doi.org/10.1080/17483107.2022.2125090
Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computers & Education, 105, 1-13.
Cattaneo, A. A., Antonietti, C., & Rauseo, M. (2022). How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 176, 104-135.
Chan, R. C. (2022). A social cognitive perspective on gender disparities in self-efficacy, interest, and aspirations in science, technology, engineering, and mathematics (STEM): The influence of cultural and gender norms. International Journal of STEM Education, 9(1), 1-13.
Chauhan, J., Taneja, S., & Goel, A. (2015, October). Enhancing MOOC with augmented reality, adaptive learning and gamification. In 2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education (MITE) (pp. 348-353). IEEE.
Cheng, E. W. (2019). Choosing between the theory of planned behavior (TPB) and the technology acceptance model (TAM). Educational Technology Research and Development, 67(1), 21-37. https://doi.org/10.1007/s11423-018-9598-6
Cheryan, S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: Increasing girls’ interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology, 6, 49-57.
Chiang, F. K., Shang, X., & Qiao, L. (2022). Augmented reality in vocational training: A systematic review of research and applications. Computers in Human Behavior, 129, 1-11. https://doi.org/10.1016/j.chb.2021.107125
Chin, W. W. (1998). Commentary: Issues and opinion on structural equation modeling. MIS quarterly, vii-xvi.
Chukwuemeke, H. E., & Dumbiri, N. N. (2023). Knowledge management and pedagogical innovativeness of vocational educators, the mediating role of transformational leadership style. Jurnal Pendidikan Teknologi Kejuruan, 6(4), 228-239.
Cipresso, P., Giglioli, I. A. C., Raya, M. A., & Riva, G. (2018). The past, present, and future of virtual and augmented reality research: a network and cluster analysis of the literature. Frontiers in Psychology, 9, 1-20.
Civelek, M., Ključnikov, A., Fialova, V., Folvarčná, A., & Stoch, M. (2021). How innovativeness of family-owned SMEs differ depending on their characteristics?. Equilibrium. Quarterly Journal of Economics and Economic Policy, 16(2), 413-428.
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
Colombo, M. G., Foss, N. J., Lyngsie, J., & Lamastra, C. R. (2021). What drives the delegation of innovation decisions? The roles of firm innovation strategy and the nature of external knowledge. Research Policy, 50(1), 1-15.
Dargan, S., Bansal, S., Kumar, M., Mittal, A., & Kumar, K. (2023). Augmented reality: A comprehensive review. Archives of Computational Methods in Engineering, 30(2), 1057-1080.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Davis, F. D. (1993). User acceptance of information technology: System characteristics, user perceptions and behavioral impacts. International Journal of Man-Machine Studies, 38(3), 475-487. https://doi.org/10.1006/imms.1993.1022
Dede, C. (2009). Introduction to virtual reality in education. Themes in Science and Technology Education, 2(1), 7-9.
Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006-2033. https://doi.org/10.1111/bjet.13030
Doolani, S., Wessels, C., Kanal, V., Sevastopoulos, C., Jaiswal, A., Nambiappan, H., & Makedon, F. (2020). A review of extended reality (XR) technologies for manufacturing training. Technologies, 8(4), 77. https://doi.org/10.3390/technologies8040077
Expósito, A., Sanchis-Llopis, A., & Sanchis-Llopis, J. A. (2023). CEO gender and SMEs innovativeness: evidence for Spanish businesses. International Entrepreneurship and Management Journal, 19(3), 1017-1054.
Fagan, M., Kilmon, C., & Pandey, V. (2012). Exploring the adoption of a virtual reality simulation: The role of perceived ease of use, perceived usefulness and personal innovativeness. Campus-Wide Information Systems, 29(2), 117-127.
Flórez Marulanda, J. F., Collazos, C. A., & Hurtado, J. A. (2023). Evaluating an immersive virtual classroom as an augmented reality platform in synchronous remote learning. Information, 14(10), 543.
Freina, L., & Ott, M. (2015, April 25-26). A literature review on immersive virtual reality in education: State of the art and perspectives. The International Scientific Conference Elearning and Software for Education, Bucharest, Romania.
Gatignon, H., Tushman, M. L., Smith, W., & Anderson, P. (2002). A structural approach to assessing innovation: Construct development of innovation locus, type, and characteristics. Management Science, 48(9), 1103-1122. https://doi.org/10.1287/mnsc.48.9.1103.174
Garzón, J. (2021). An overview of twenty-five years of augmented reality in education. Multimodal Technologies and Interaction, 5(7), 37.
Garzotto, F., Torelli, E., Vona, F., & Aruanno, B. (2018, December 10-12). HoloLearn: Learning through mixed reality for people with cognitive disability. 2018 IEEE International Conference on Artificial Intelligence and Virtual Reality, Taichung, Taiwan.
Gavish, N., Gutiérrez, T., Webel, S., Rodríguez, J., Peveri, M., Bockholt, U., & Tecchia, F. (2013). Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks. Interactive Learning Environments, 23(6), 778-798. https://doi.org/10.1080/10494820.2013.815221
Geraee, N., Kaveh, M. H., Shojaeizadeh, D., & Tabatabaee, H. R. (2015). Impact of media literacy education on knowledge and behavioral intention of adolescents in dealing with media messages according to stages of change. Journal of Advances in Medical Education & Professionalism, 3(1), 9-14.
Gledson, B. (2022). Enhanced model of the innovation-decision process, for modular-technological-process innovations in construction. Construction Innovation, 22(4), 1085-1103.
Gretter, S., & Yadav, A. (2018). What do preservice teachers think about teaching media literacy? An exploratory study using the theory of planned behavior. Journal of Media Literacy Education, 10(1), 104-123.
Gunness, A., Matanda, M. J., & Rajaguru, R. (2023). Effect of student responsiveness to instructional innovation on student engagement in semi-synchronous online learning environments: The mediating role of personal technological innovativeness and perceived usefulness. Computers & Education, 205, 1-16. https://doi.org/10.1016/j.compedu.2023.104884
Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24.
Hewko, S. J. (2022). Individual-level factors are significantly more predictive of employee innovativeness than job-specific or organization-level factors: results from a quantitative study of health professionals. Health Services Insights, 15, 1-13.
Higdon, N. (2022). The Critical Effect: Exploring the Influence of Critical Media Literacy Pedagogy on College Students' Social Media Behaviors and Attitudes. Journal of Media Literacy Education, 14(1), 1-13.
Hirschman, E. C. (1980). Innovativeness, novelty seeking, and consumer creativity. Journal of Consumer Research, 7(3), 283-295. https:// doi.org/10.1086/208816
Hong, J. C., Hwang, M. Y., Hsu, H. F., Wong, W. T., & Chen, M. Y. (2011). Applying the technology acceptance model in a study of the factors affecting usage of the Taiwan digital archives system. Computers & Education, 57(3), 2086-2094.
Hong, J. C., Lin, P. H., & Hsieh, P. C. (2017). The effect of consumer innovativeness on perceived value and continuance intention to use smartwatch. Computers in Human Behavior, 67, 264-272.
Ihnatovych, O., & Polishchuk, S. (2020). Psychological predictors of innovativeness of teaching staff. Scientific Journal of UDU named after Mykhailo Drahomanov, 12, 67-75.
Iqbal, M. Z., Mangina, E., & Campbell, A. G. (2022). Current challenges and future research directions in augmented reality for education. Multimodal Technologies and Interaction, 6(9), 75.
Jamrus, M. H. M., & Razali, A. B. (2021). Acceptance, readiness and intention to use augmented reality (AR) in teaching English reading among secondary school teachers in Malaysia. Asian Journal of University Education, 17(4), 312-326.
Kamarudin, S., Shoaib, H. M., Jamjoom, Y., Saleem, M., & Mohammadi, P. (2023). Students’ behavioural intention towards e-learning practices through augmented reality app during COVID-19 pandemic in Saudi Arabia. Interactive Learning Environments, 31(9), 5715-5731.
Kaminski, J. (2011). Diffusion of innovation theory. Canadian Journal of Nursing Informatics, 6(2), 1-6.
Kaur, D. P., Mantri, A., & Horan, B. (2020). Enhancing student motivation with use of augmented reality for interactive learning in engineering education. Procedia Computer Science, 172, 881-885.
Kellems, R. O., Cacciatore, G., & Andersen, M. (2020). Using augmented reality to teach students with disabilities: A systematic literature review. Journal of Special Education Technology, 35(1), 61-71.
Kim, E. J., Kim, J. J., & Han, S. H. (2021). Understanding student acceptance of online learning systems in higher education: Application of social psychology theories with consideration of user innovativeness. Sustainability, 13(2), 1-14. https://doi.org/10.3390/su13020896
Kim, J. H., & Kang, E. (2023). An empirical research: Incorporation of user innovativeness into TAM and UTAUT in adopting a golf app. Sustainability, 15(10), 8309. https://doi.org/10.3390/su15108309
Kim, J., Merrill Jr, K., & Collins, C. (2021). AI as a friend or assistant: The mediating role of perceived usefulness in social AI vs. functional AI. Telematics and Informatics, 64, 1-8.
Kimbrough, E. O., McGee, A. D., & Shigeoka, H. (2022). How do peers impact learning? An experimental investigation of peer-to-peer teaching and ability tracking. Journal of Human Resources, 57(1), 304-339.
Kiryakova, G., Angelova, N., & Yordanova, L. (2018). The potential of augmented reality to transform education into smart education. TEM Journal, 7(3), 556.
Klein, A., & Bhagat, P. (2016). Comparative study of technological innovativeness between individuals in the USA and India. Review of International Business and Strategy, 26(1), 100-117. https://doi.org/10.1108/ribs-09-2013-0094
Kljun, M., Geroimenko, V., & Čopič Pucihar, K. (2020). Augmented reality in education: Current status and advancement of the field. Augmented Reality in Education: A New Technology for Teaching and Learning, 16, 3-21.
Kock, A., Gemünden, H. G., Salomo, S., & Schultz, C. (2011). The mixed blessings of technological innovativeness for the commercial success of new products. Journal of Product Innovation Management, 28(s1), 28-43. https://doi.org/10.1111/j.1540-5885.2011.00859.x
Korlat, S., Kollmayer, M., Holzer, J., Lüftenegger, M., Pelikan, E. R., Schober, B., & Spiel, C. (2021). Gender differences in digital learning during COVID-19: Competence beliefs, intrinsic value, learning engagement, and perceived teacher support. Frontiers in Psychology, 12, 1-12.
Kotsev, E., & Stoycheva, B. (2024, February). Antecedents of individual innovativeness: Exploring gender, age and job nature. In AIP Conference Proceedings ,3063(1), AIP Publishing.
Kuikkaniemi, K., Turunen, M., Hakulinen, J., & Salo, K. (2014). Exploring user experience and user engagement in free mobile applications. International Journal of Mobile Human-Computer Interaction (IJMHCI), 6(2), 35–50.
Kumar, S. N., Basha, M., & Fareed, M. (2020). A taxonomy of mixed reality visual displays. Turkish Journal of Computer and Mathematics Education, 11(3), 1901-1914.
Kumar, M. S., & Krishnan, D. S. G. (2020). Perceived usefulness (Pu), perceived ease of use (peou), and behavioural intension to use (biu): Mediating effect of attitude toward use (AU) with reference to mobile wallet acceptance and adoption in rural India. Test Engineering and Management, 83, 933-941.
Lahiri, U., Bekele, E., Dohrmann, E., Warren, Z., & Sarkar, N. (2012). Design of a virtual reality based adaptive response technology for children with autism. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 21(1), 55-64. https://doi.org/10.1109/tnsre.2012.2218618
Lai, B., Chiu, C.-Y., Pounds, E., & Bickel, C. S. (2020). Virtual reality exergaming in adults with physical disabilities: A pilot study. Disability and Rehabilitation: Assistive Technology, 15(4), 423–431.
Lamb, R., & Firestone, J. (2022). The moderating role of creativity and the effect of virtual reality on stress and cognitive demand during preservice teacher learning. Computers & Education: X Reality, 1, 1-10.
Liao, S., Hong, J. C., Wen, M. H., Pan, Y. C., & Wu, Y. W. (2018). Applying technology acceptance model (TAM) to explore users’ behavioral intention to adopt a performance assessment system for E-book production. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), 1-12.
Loogma, K., Kruusvall, J., & Ümarik, M. (2012). E-learning as innovation: Exploring innovativeness of the VET teachers’ community in Estonia. Computers & Education, 58(2), 808-817. https://doi.org/10.1016/j.compedu.2011.10.005
Maas, M. J., & Hughes, J. M. (2020). Virtual, augmented and mixed reality in K–12 education: A review of the literature. Technology, Pedagogy and Education, 29(2), 231-249. https://doi.org/10.1080/1475939x.2020.1737210
MacCallum, K., & Parsons, D. (2019, September 16). Teacher perspectives on mobile augmented reality: The potential of metaverse for learning. World Conference on Mobile and Contextual Learning, Delft, Netherlands.
Mailizar, M., Almanthari, A., & Maulina, S. (2021). Examining teachers’ behavioral intention to use E-learning in teaching of mathematics: An extended TAM model. Contemporary Educational Technology, 13(2), 1-16. https://doi.org/10.30935/cedtech/9709
Marienko, M., Nosenko, Y., & Shyshkina, M. (2020). Personalization of learning using adaptive technologies and augmented reality. arXiv, 11, 341-356.
Marikyan, M., & Papagiannidis, P. (2021). Unified theory of acceptance and use of technology. TheoryHub book.
Master, A., Cheryan, S., & Meltzoff, A. N. (2016). Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science. Journal of Educational Psychology, 108(3), 424-437.
Master, A., Meltzoff, A. N., & Cheryan, S. (2021). Gender stereotypes about interests start early and cause gender disparities in computer science and engineering. Proceedings of the National Academy of Sciences, 118(48), 1-7.
Mazman Akar, S. G. (2019). Does it matter being innovative: Teachers’ technology acceptance. Education and Information Technologies, 24(6), 3415-3432.
McConnell, M., Montplaisir, L., & Offerdahl, E. G. (2020). A model of peer effects on instructor innovation adoption. International Journal of STEM Education, 7(1), 1-11. https://doi.org/10.1186/s40594-020-00255-y
Mendonça, J., & Reis, A. (2020). Exploring the mechanisms of gender effects in user innovation. Technological Forecasting and Social Change, 155, 119-128.
Microsoft. (n.d.). HoloLens 2: Overview, features, and specs. Retrieved November, 26, 2023 from https://www.microsoft.com/en-US/hololens/ hardware#document-experiences
Midgley, D. F., & Dowling, G. R. (1978). Innovativeness: The concept and its measurement. Journal of Consumer Research, 4(4), 229-242. https://doi.org/10.1086/208701
Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactions on Information and Systems, 77(12), 1321-1329.
Milovanovic, J., Moreau, G., Siret, D., & Miguet, F. (2017, July 12-14). Virtual and augmented reality in architectural design and education. 17th International Conference, CAAD Futures 2017, Istanbul Turkey.
Mohamad, S., & Husnin, H. (2023). Teachers’ perception of the use of augmented reality (AR) modules in teaching and learning. International Journal of Academic Research in Business and Social Sciences, 13(9), 9-34.
Müller, W. W. (2011). Virtual reality in medicine. In Springer Handbook of Medical Technology. In Kramme, R., Hoffmann, K. P., & Pozos, R. S. (Eds.), Springer handbook of medical technology (pp. 1167-1186). Springer Science & Business Media .
Nangin, M. A., Barus, I. R. G., & Wahyoedi, S. (2020). The effects of perceived ease of use, security, and promotion on trust and its implications on fintech adoption. Journal of Consumer Sciences, 5(2), 124-138.
Nguyen, D., Pietsch, M., & Gümüş, S. (2021). Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning. Teaching and Teacher Education, 106, 103-122.
Nikou, S. A. (2024). Factors influencing student teachers’ intention to use mobile augmented reality in primary science teaching. Education and Information Technologies, 1, 1-22.
Nisiotis, L., & Kleanthous, S. (2020). Lessons learned using a virtual world to support collaborative learning in the classroom. Journal of Universal Computer Science, 26(8), 858-879. https://doi.org/10.3897/jucs.2020.047
O'Brien, L. T., Blodorn, A., Adams, G., Garcia, D. M., & Hammer, E. (2015). Ethnic variation in gender-STEM stereotypes and STEM participation: an intersectional approach. Cultural Diversity and Ethnic Minority Psychology, 21(2), 169-180.
Ottenbacher, M. C., & Harrington, R. J. (2009). The product innovation process of quick service restaurant chains. International Journal of Contemporary Hospitality Management, 21(5), 523-541. https://doi.org/10.1108/09596110910967782
Park, Y. J., & Jones J. M. (2023). Surveillance, security, and AI as technological acceptance. AI & Society, 38(6), 2667-2678.
Patil, P., Tamilmani, K., Rana, N. P., & Raghavan, V. (2020). Understanding consumer adoption of mobile payment in India: Extending Meta-UTAUT model with personal innovativeness, anxiety, trust, and grievance redressal. International Journal of Information Management, 54, 1-16.
Perifanou, M., Economides, A. A., & Nikou, S. A. (2022). Teachers’ views on integrating augmented reality in education: Needs, opportunities, challenges and recommendations. Future Internet, 15(1), 20.
Popielarz, D. T. (1967). An exploration of perceived risk and willingness to try new products. Journal of Marketing Research, 4(4), 368-372. https://doi.org/10.1177/002224376700400405
Prastiawan, D. I., Aisjah, S., & Rofiaty, R. (2021). The effect of perceived usefulness, perceived ease of use, and social influence on the use of mobile banking through the mediation of attitude toward use. Asia Pacific Management and Business Application, 9(3), 243-260.
Purwati, A., Budiyanto, B., Suhermin, S., & Hamzah, M. (2021). The effect of innovation capability on business performance: The role of social capital and entrepreneurial leadership on SMEs in Indonesia. Accounting, 7(2), 323-330.
Quintero, J., Baldiris, S., Rubira, R., Cerón, J., & Velez, G. (2019). Augmented reality in educational inclusion: A systematic review on the last decade. Frontiers in Psychology, 10, 1-14.
Ramli, Y., & Rahmawati, M. (2020). The effect of perceived ease of use and perceived usefulness that influence customer’s intention to use mobile banking application. IOSR Journal of Business and Management, 22(6), 33-42.
Rauschnabel, P. A., Felix, R., Hinsch, C., Shahab, H., & Alt, F. (2022). What is XR? Towards a framework for augmented and virtual reality. Computers in Human Behavior, 133, 1-18.
Rogers, E. M. (1983). Diffusion of innovations(3rd ed.). Free Press.
Rogers, E. M. (1995). Diffusion of innovations(4th ed.). Free Press.
Rogers, E. M. (2002). Diffusion of preventive innovations. Addictive Behaviors, 27(6), 989-993. https://doi.org/10.1016/s0306-4603(02)00300-3
Rogers, E.M. (2003). Diffusion of Innovations (5th ed.). Free Press.
Rogers, E. M., & Shoemaker, F. (1983). Diffusion of innovation: A cross-cultural approach. Free Press.
Rutkowski, S., Kiper, P., Cacciante, L., Mazurek, J., & Turolla, A. (2020). Use of virtual reality-based training in different fields of rehabilitation: A systematic review and meta-analysis. Journal of Rehabilitation Medicine, 52(11), 1-16. https://doi.org/10.2340/16501977-2755
Šabić, J., Baranović, B., & Rogošić, S. (2022). Teachers' self-efficacy for using information and communication technology: The interaction effect of gender and age. Informatics in Education, 21(2), 353-373.
Sánchez-Mena, A., Martí-Parreño, J., & Aldás-Manzano, J. (2017). The effect of age on teachers' intention to use educational video games: A TAM approach. Electronic Journal of E-Learning, 15(4), 355-366.
Saparudin, M., Wulan, M., Akbari, D. A., & Kania, A. (2024). Does the lecturers’ innovativeness drive online-learning adoption in higher education? A study based on extended TAM. Jurnal Sisfokom (Sistem Informasi Dan Komputer), 13(2), 280-287.
Sarıköse, S., & Türkmen, E. (2020). The relationship between demographic and occupational variables, transformational leadership perceptions and individual innovativeness in nurses. Journal of Nursing Management, 28(5), 1126-1133.
Sawaean, F., & Ali, K. (2020). The impact of entrepreneurial leadership and learning orientation on organizational performance of SMEs: The mediating role of innovation capacity. Management Science Letters, 10(2), 369-380.
Schall, G., Jetter, H.-C., & Reitmayr, G. (2009). Towards mobile augmented reality for spatially aware computing. Virtual Reality, 13(4), 223–234.
Senali, M. G., Iranmanesh, M., Ismail, F. N., Rahim, N. F. A., Khoshkam, M., & Mirzaei, M. (2023). Determinants of intention to use E-wallet: Personal innovativeness and propensity to trust as moderators. International Journal of Human-Computer Interaction, 39(12), 2361-2373.
Siagian, H., Tarigan, Z., Basana, S., & Basuki, R. (2022). The effect of perceived security, perceived ease of use, and perceived usefulness on consumer behavioral intention through trust in digital payment platform. International Journal of Data and Network Science, 6(3), 861-874.
Siyam, N. (2019). Factors impacting special education teachers’ acceptance and actual use of technology. Education and Information Technologies, 24(3), 2035–2057. https://doi.org/10. 1007/s10639-018-09859-y
Slater, M., & Sanchez, M. V. (2016). Enhancing our lives with immersive virtual reality. Frontiers in Robotics and AI, 3, 1-47. https://doi.org/10.3389/frobt.2016.00074
Speicher, M., Hall, B. D., & Nebeling, M. (2019, May 4-9). What is mixed reality?. Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, Glasgow, UK.
Stender, B., Paehr, J., & Jambor, T. N. (2021, April). Using AR/VR for technical subjects in vocational training–of substancial benefit or just another technical gimmick?. In 2021 IEEE global engineering education conference (educon) (pp. 557-561). IEEE.
Sutherland, I. E. (1968, December 9-11). A head-mounted three dimensional display. Fall joint computer conference, San Francisco California, US.
Szajna, B. (1996). Empirical evaluation of the revised technology acceptance model. Management Science, 42(1), 85-92. https://doi.org/10.1287/mnsc.42.1.85
Tan, B. L., Guan, F. Y., & Leung, I. M. W. (2022). A gamified augmented reality vocational training program for adults with intellectual and developmental disabilities: A pilot study on acceptability and effectiveness. Frontiers in Psychiatry, 13, 1-17.
Taylor, S., & Todd, P. A. (1995). Understanding information technology usage： A test of competing models. Information Systems Research, 6(2), 145-176. https://doi.org/10.1287/isre.6.2.144
Thakur, R., Angriawan, A., & Summey, J. H. (2016). Technological opinion leadership: The role of personal innovativeness, gadget love, and technological innovativeness. Journal of Business Research, 69(8), 2764-2773. https://doi.org/10.1016/j.jbusres.2015.11.012
Thomas, P. C., & David, W. M. (1992, January 7-12). Augmented reality: An application of heads-up display technology to manual manufacturing processes. Hawaii International Conference on System Sciences, Kauai, Hawaii, US.
Uriarte-Portillo, A., Ibáñez, M. B., Zataraín-Cabada, R., & Barrón-Estrada, M. L. (2022). Higher immersive profiles improve learning outcomes in augmented reality learning environments. Information, 13(5), 218.
Wang, E. S. T. (2016). The moderating role of consumer characteristics in the relationship between website quality and perceived usefulness. International Journal of Retail & Distribution Management, 44(6), 627-639.
Watchravesringkan, K., Nelson Hodges, N., & Kim, Y. H. (2010). Exploring consumers' adoption of highly technological fashion products: The role of extrinsic and intrinsic motivational factors. Journal of Fashion Marketing and Management: An International Journal, 14(2), 263-281. https://doi.org/10.1108/13612021011046101
Wrede, M., & Dauth, T. (2020). A temporal perspective on the relationship between top management team internationalization and firms' innovativeness. Managerial and Decision Economics, 41(4), 542-561.
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49. https://doi.org/10.1016/j.compedu.2012.10.024
Yakubova, G., Kellems, R. O., Chen, B. B., & Cusworth, Z. (2022). Practitioners’ attitudes and perceptions toward the use of augmented and virtual reality technologies in the education of students with disabilities. Journal of Special Education Technology, 37(2), 286-296.
Yang, K. C., & Shih, P. H. (2020). Cognitive age in technology acceptance: At what age are people ready to adopt and continuously use fashionable products?. Telematics and Informatics, 51, 1-12.
Zwain, A. A. A. (2019). Technological innovativeness and information quality as neoteric predictors of users’ acceptance of learning management system: An expansion of UTAUT2. Interactive Technology and Smart Education, 16(3), 239-254.