Evaluation of the Use and Acceptance of an AR Mobile App in High School Students Using the TAM Model

Augmented Reality (AR) has emerged as a promising educational tool, offering new opportunities to enhance learning through immersive and interactive experiences. This study aimed to evaluate the degree of acceptance of AR by secondary school students using the Technology Acceptance Model (TAM) as the theoretical framework. A quasi-experimental post-test design was implemented with a sample of 321 students (ages 14–17) who engaged with ComputAR, a mobile AR application developed specifically for a didactic unit on computer systems. Data were collected through a validated TAM questionnaire encompassing five dimensions: “perceived usefulness”, “perceived ease of use”, “perceived enjoyment”, “attitude towards using”, and “behavioural intention to use”. The results indicate a high level of acceptance of AR-based educational tools. Significant differences were found in “perceived ease of use” depending on gender, with male students reporting higher ease, while no gender differences emerged in “perceived usefulness” or “behavioural intention”. Additionally, ICT previous experience was shown to positively affect “perceived enjoyment”, ease of use, and usefulness. In conclusion, these findings confirm the relevance of AR for fostering student motivation and engagement.