Volume 5, Issue 1 (March 2026)
IJER 2026, 5(1): 0-0 |
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Nazemi bidgoli A, Hatefi Afshar L, Bagheri Ragheb G, Sadeqi Arani Z. (2026). Investigating the Impact of Learners' Hedonic Motivation on Their Willingness to Adopt Extended Reality Technology in Education: Approach UTAUT2. IJER. 5(1),
URL: http://ijer.hormozgan.ac.ir/article-1-262-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-262-en.html
Alireza Nazemi bidgoli1 
, Laaya Hatefi Afshar2 , Ghodratoalahe Bagheri Ragheb3 , Zahra Sadeqi Arani4
, Laaya Hatefi Afshar2 , Ghodratoalahe Bagheri Ragheb3 , Zahra Sadeqi Arani4
1- PhD student, Sports Management, Collage of Farabi, University of Tehran, Iran
2- PhD student in Sports Management, University of Urmia, Urmia, Iran
3- Associate Professor of Sport Management, Faculty of Management and Accounting, University of Tehran, Qom, Iran
4- Assistant Professor, Department of Management and Entrepreneurship, Faculty of Financial Science, Management and Entrepreneurship, University of Kashan, Kashan, Iran ,sdaeqiarani@kashanu.ac.ir
2- PhD student in Sports Management, University of Urmia, Urmia, Iran
3- Associate Professor of Sport Management, Faculty of Management and Accounting, University of Tehran, Qom, Iran
4- Assistant Professor, Department of Management and Entrepreneurship, Faculty of Financial Science, Management and Entrepreneurship, University of Kashan, Kashan, Iran ,
Abstract: (24 Views)
Objective: This study examines how learners’ hedonic motivation influences their willingness to adopt extended reality (XR) technologies in educational settings. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework, the research seeks to clarify how enjoyment shapes students’ attitudes and intentions toward XR adoption.
Methods: The research employs an applied, correlational design. The study population consisted of students from Kashan University of Medical Sciences during the 2022–2023 academic year. Based on the Krejcie–Morgan formula, a sample size of 384 was required; ultimately, 391 valid online questionnaire responses were collected. Data were analyzed using structural equation modeling (SEM) via SmartPLS version 3.
Results: Findings indicate a significant positive relationship between learners’ attitudes toward augmented reality (AR) technology and their intention to use it in education. Perceived ease of use, facilitating conditions, habits, and particularly hedonic motivation emerged as key predictors of adoption. Additionally, expected performance, social influence, and price value were identified as important factors influencing learners’ attitudes toward XR technologies.
Conclusions: The results suggest that incorporating AR technology into educational curricula can meaningfully enhance teaching quality and learning experiences. To encourage widespread adoption, institutions must address economic constraints and prioritize user-friendly designs. The study underscores the importance of developing interactive, engaging educational content and highlights the need for a comprehensive strategy to support seamless integration of XR technologies into education.
Methods: The research employs an applied, correlational design. The study population consisted of students from Kashan University of Medical Sciences during the 2022–2023 academic year. Based on the Krejcie–Morgan formula, a sample size of 384 was required; ultimately, 391 valid online questionnaire responses were collected. Data were analyzed using structural equation modeling (SEM) via SmartPLS version 3.
Results: Findings indicate a significant positive relationship between learners’ attitudes toward augmented reality (AR) technology and their intention to use it in education. Perceived ease of use, facilitating conditions, habits, and particularly hedonic motivation emerged as key predictors of adoption. Additionally, expected performance, social influence, and price value were identified as important factors influencing learners’ attitudes toward XR technologies.
Conclusions: The results suggest that incorporating AR technology into educational curricula can meaningfully enhance teaching quality and learning experiences. To encourage widespread adoption, institutions must address economic constraints and prioritize user-friendly designs. The study underscores the importance of developing interactive, engaging educational content and highlights the need for a comprehensive strategy to support seamless integration of XR technologies into education.
Keywords: Extended reality, Virtual learning environments, Education, Hedonic motivation, Technology acceptance
Type of Study: Original |
Subject:
Educational Studies
Received: 2024/09/2 | Accepted: 2025/04/20 | Published: 2026/03/1
Received: 2024/09/2 | Accepted: 2025/04/20 | Published: 2026/03/1
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