Saudi Cultural Missions Theses & Dissertations
Permanent URI for this communityhttps://drepo.sdl.edu.sa/handle/20.500.14154/10
Browse
7 results
Search Results
Item Restricted Beyond the Hype: Drivers and Barriers to Augmented Reality Use in University Teaching(Saudi Digital Library, 2026) Albishri, Baraa; Blackmore, Karen; Prieto, ElenaThe COVID-19 pandemic accelerated the shift toward digital teaching in universities and renewed interest in Augmented Reality (AR). AR technology overlays digital content onto the physical environment, offering opportunities to make learning more interactive and engaging. Research suggests that such experiences can increase student motivation and improve learning outcomes. Despite this potential, adoption of AR in higher education remains low. This thesis investigates the factors that influence academics' decisions to adopt AR and provides practical guidance to support its implementation. The primary goal of this research is to identify and examine the factors that influence academics' acceptance of AR in higher education, with attention to cross-cultural differences and the post-COVID-19 context. The main research question asks: what factors are most likely to influence the acceptance and use of AR applications by academics in higher education institutions in the post-COVID-19 period? Four sub-questions address the roles of personal characteristics, cross-national differences between Australia and Saudi Arabia, qualitative reasons behind academics' attitudes, and the effectiveness of practical adoption resources. The research employed a sequential explanatory mixed-methods design organised into three phases. Phase 1 began with a pilot study involving 35 academics from Australia and Saudi Arabia. The aim was to develop and validate a survey instrument based on an extended version of the UTAUT2 framework, referred to as UTAUT2-ARHE. The price value construct was excluded because it lacks relevance in educational settings where technology costs are typically borne by institutions rather than individual users (Ain et al., 2016). Two constructs were introduced to the model: content quality and resistance to change. These additions captured pedagogical and dispositional concerns that academics commonly raise when considering AR adoption. The refined survey was completed by 436 academics from universities worldwide. Three quantitative analyses were conducted. First, a descriptive analysis was performed to provide context for subsequent analyses and for Phase 2 qualitative analysis. Second, a global analysis using covariance-based structural equation modelling (CB-SEM) identified performance expectancy, effort expectancy, social influence, hedonic motivation, and content quality as significant predictors of intention to use AR. The model explained 66.3% of the variance in behavioural intention. Facilitating conditions and resistance to change showed no direct effect on intention at the global level. Third, a comparative analysis using partial least squares structural equation modelling (PLS-SEM) examined sub-samples from Australia (n=157) and Saudi Arabia (n=203). Performance expectancy, effort expectancy, and hedonic motivation predicted intention in both countries. However, social influence and content quality were significant predictors only in the Saudi Arabian sample. The effect of hedonic motivation on intention was also stronger among Saudi academics. Phase 2 integrated quantitative and qualitative approaches. PLS-SEM analysis revealed that facilitating conditions and resistance to change operated through indirect pathways. Facilitating conditions positively influenced perceptions of both performance expectancy and effort expectancy, while resistance to change negatively affected effort expectancy. Age emerged as a moderator of the relationship between facilitating conditions and intention. Two focus groups involving 12 academics provided qualitative insights that supported and enriched the quantitative findings. Participants recognised AR as a valuable tool for increasing student engagement and clarifying complex concepts. They also identified barriers including limited institutional support, poorly targeted training programmes, and established teaching routines. Several participants noted that the pandemic had made them more receptive to experimenting with new technologies. Phase 3 translated these findings (from Phase 1 and 2) into practice. Two resources were developed: an Educators' Checklist for Implementing AR and a Summary of Managerial Guidance to facilitate AR Adoption. These tools were evaluated through an online survey completed by 53 academics. The evaluation assessed perceived usefulness, clarity, and practical applicability. The UTAUT2-ARHE model explained 66.3% of the variance in behavioural intention. Performance expectancy, effort expectancy, social influence, hedonic motivation, and content quality emerged as significant direct predictors. However, facilitating conditions and resistance to change had indirect effect on behavioural intention. This thesis contributes to technology acceptance research by confirming core theoretical propositions and extending them to the AR context in higher education. The findings indicate that academics are more likely to adopt AR when they perceive it as useful and enjoyable. However, positive intentions alone are insufficient. Successful adoption requires institutional commitment, training that addresses discipline-specific needs, and access to high-quality content aligned with curriculum objectives. In the absence of these supporting conditions, AR is likely to remain underutilised in university teaching.13 0Item Restricted Augmented Reality and consumers’ willingness to pay in mobile e-commerce. Does AR increase consumers’ willingness to pay in an online auction?(Saudi Digital Library, 2024) Aldosari, Mofarj Massfer; Kevin P. ScheibeE-commerce platforms face the challenge of enabling customers to assess the utility of products in their intended environments, particularly in the home furniture sector. Augmented Reality (AR) presents a promising solution, with major companies like IKEA, Wayfair, and Overstock introducing AR applications. Nevertheless, a significant knowledge gap exists, prompting this research to delve into this void and scrutinize the economic value of AR in shaping consumers' Willingness to Pay (WTP) in the context of online auctions. This dissertation comprises three interconnected papers that collectively scrutinize the multifaceted impacts of AR on consumers' WTP in the specific realm of online auctions. The first paper investigates the influence of Augmented Reality (AR) in mobile e-commerce on consumers' perceived risks and WTP in online auctions. Grounded in perceived risk theory, the study addresses Perceived Psychological Risk, Perceived Social Risk, and Perceived Performance Risk. An online experiment involving 61 participants compared AR mobile e-commerce with a 3D mobile e-commerce interface, and data analysis utilized SPSS and Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that AR Mobile E-commerce significantly reduces perceived social risk, positively affecting WPT. However, AR in Mobile E-commerce does not substantially mitigate perceived psychological risk, and this risk dimension does not significantly affect WPT. Similarly, AR in Mobile E-commerce positively influences the reduction of perceived performance risk, but this risk dimension does not significantly influence WPT. Mediation analysis suggests that perceived social risk plays a crucial role as a mediator between AR in Mobile E-commerce and consumers' WPT. The second paper explores the impact of AR on consumers' WTP in an online auction context within mobile e-commerce, drawing on the experiential hierarchy model (EHM). The study posits that AR positively influences consumers' WTP compared to 3D product displays, triggering affective (enjoyment) and cognitive (perceived ownership and perceived product quality) responses, which subsequently influence behavioral responses (willingness to pay more). Analysis of 61 valid responses through PLS-SEM and SPSS 29 reveals that AR significantly enhances consumers' perceived enjoyment and perceived product quality, positively impacting their willingness to pay. However, perceived ownership does not directly affect willingness to pay. Demographic factors such as age, gender, purchase frequency, and income do not have a direct influence. Mediation analysis suggests that perceived enjoyment, perceived product quality, and perceived ownership do not significantly mediate the relationship between AR and WTP. The third paper addresses the lack of standardized AR application guidelines for e-commerce. Using sentiment analysis of 1,049 user reviews of the IKEA Place App, this study reveals predominant dissatisfaction with the app, leading to the development of a comprehensive set of AR mobile e-commerce design guidelines. The research also compares AR mobile e-commerce with traditional 3D versions, finding a statistically significant difference in usability, with the AR version considered more usable. However, there was no significant correlation between usability scores and participants' willingness to pay on both platforms. This study sheds light on AR's potential and challenges in e-commerce, offering insights into enhancing user experience and economic outcomes. In conclusion, this dissertation contributes to the understanding of how AR impacts consumers' WTP in the context of online auctions within e-commerce, addressing perceived risks, experiential responses, and design guidelines. These findings offer valuable insights for e-commerce businesses seeking to harness AR's potential to enhance the shopping experience and drive revenue growth. Keywords: Augmented Reality, Willingness to Pay, Mobile E-commerce, Perceived Risks, Experiential Hierarchy Model, Usability.36 0Item Restricted The Impact of Augmented Reality-Based-Affordances Instruction on Learners’ Motivation in K-16 Classrooms: An Integrative Review(Saudi Digital Library, 2025-05-13) Aljohani, Amal Hamdan; Peter DoolittleAugmented Reality (AR) is a rapidly growing technology used in education to improve traditional learning by adding digital content to the real world. This literature review explains what AR is and how it differs from similar technologies like Virtual Reality (VR), Mixed Reality (MR), and Diminished Reality (DR). Using instructional design frameworks, it highlights AR's special features, such as interactivity, visual learning, and immediate feedback that encourage active learning and match motivational theories, especially self-determination theory. The review gathers findings from various educational fields, including primary schools, medical training, and engineering, showing that AR positively affects student learning and motivation. It also looks at how AR is used in online and distance learning, emphasizing its ability to provide realistic, hands-on experiences remotely. The review stresses the importance of rigorous research methods and reliable sources, offering a clear foundation for understanding AR’s potential in education and suggesting areas for future research and practice.28 0Item Restricted Prototype Augmented Reality Spatial Navigation Test for Early Detection of Alzheimer’s Disease: A Pilot Study(University College London, 2024) Almubarak, Albatool; Coco, Newton; Dennis, ChanAlzheimer’s Disease (AD) neuropathology can be detected before the onset of clinical symptoms. However, early detection is challenged by the limited sensitivity and specificity of current diagnostic tests for AD. Early detection can reduce the global burden of AD and facilitate better clinical management and early access to effective treatment. This study piloted a novel, easy-to-administer, cost-effective Augmented Reality (AR) spatial navigation test that has the potential for clinical application. The AR test measures angular estimation and replication which is thought to target entorhinal cortex function, as the first cortical region to evidence neuropathology in early AD. The study found that young and elderly participants did not differ in their performance, independent of demographic characteristics. This provides preliminary proof of concept in support of our hypothesis that the test would be sensitive and specific to early AD, beyond natural age-related decline in spatial navigation or demographics. We also found that performance accuracy differed across angle ranges depending on whether the angle was turned clockwise or anticlockwise. These results provide preliminary baseline data against which prodromal patients’ performance can be compared in the next piloting study. User-feedback data indicated an overall positive experience of the AR test, providing preliminary acceptability and usability of the test for potential clinical application. Recommendations were proposed for improving the AR test.19 0Item Restricted Role of Artificial Intelligence in Enhancing Metaverse Gaming Experience and Human Interaction: A Case Study of Roblox's AI Implementation(Tokyo University of Technology, 2025) Alotaibi, Omar; Kameda, HiroyukiArtificial Intelligence (AI) is a tool that is useful for enabling and sustaining the Metaverse gaming experience by infusing virtual reality (VR), augmented reality (AR), extended realities (XR), and blockchain. The current research focused on identifying the impact of AI in leveraging immersive experiences and improving human interaction, which plays a crucial role in Metaverse gaming. A quantitative analysis carried out surveys from 200 randomly sampled respondents involved in Metaverse gaming. Using SPSS 26.0, correlation analysis showed that association between the values of ‘r’ of variables Immersive Gaming Experience (r=0.983**), Deep Learning Collaboration (r=0.957**) and Increased Human Interaction (r=0.979**) are greater than 0.7 depicting strong correlation with Metaverse gaming. Regression analysis further confirmed that the role of AI in enhancing the Metaverse gaming experience and human interaction is significant. With the considerable success of AI in Metaverse, the role of DL algorithms is also groundbreaking in leveraging game balance in multiplayer games, satisfying play-testers and designers who own valuable features, real-time rendering, and multi-user design collaboration.19 0Item Restricted Adopting Augmented Reality to Explore Historical Artifacts in Saudi Arabia Historical Museums(University of Technology Sydney, 2024-06-26) Alakhtar, Rayed A; Hussain, FarookhHistorical locations have many artifacts of generations that people from other cultures might not know about. Visitors to these locations want to understand the novel stories of buildings, people's lifestyles, and artifacts of centuries past. Tourism has become a digitized industry. This means that tourism is now employing technology to enhance tourism experience of locations. Technology that has been used for digital tourism is referred to as Augmented Reality. Augmented Reality is a promising technology that can deliver better understanding of the historical artifacts in Saudi Arabia. This research adopted the technology of Augmented Reality to deliver better understanding of the historical artifact in Saudi Arabia Museums. This research aims to Investigating the user experiences and expectation when exploring Saudi artifacts in historical and general locations in Saudi Arabia and to establish whether using AR technology provides an enhanced understanding of the usage of the historical artifacts and gives a richer historical context to Saudi visitors. The result of this research shows with appropriate media characteristics, museum visitors can gain a deeper understanding of non-touchable historical artifacts using the Augmented Realty application in Saudi Arabia historical museums.44 0Item Restricted Evaluating 4D Multiuser Construction Plan Reviews Using Augmented Reality(The Pennsylvania State University, 2023-08) Alghamdi, Saleh; Messner, JohnConstruction plan review meetings are valuable for stakeholders to discuss construction logistics and sequencing issues. Visualization is essential during these meetings and can significantly influence the outcomes. Construction plans can be visualized in 2D, 3D, or 4D environments where the time dimension is integrated with the 3D model elements. Means of visualization media differ and can take many forms, such as paper-based, screen-based, or immersive technologies. Immersive technologies add another level of interactivity that has yet to be thoroughly investigated in construction research. Collaboration is integral to construction plan review meetings, but limited research has focused on collaborative plan reviews that leverage immersive technologies such as visualization mediums. This research investigates the effects of immersive, multi-user Augmented Reality (AR) to support construction plan review meetings using 4D construction models. The study compares head-mounted AR to traditional screen-based 4D model reviews. A 4D Multiuser AR (4DMAR) application was developed to measure the effectiveness of AR as a review environment. A questionnaire was used to measure the participants’ overall experience and their preferences, along with observational data. Participants found the interaction in both environments easy while also perceiving that AR provided more options for interactivity. Participants also perceived the 4DMAR environment as more suitable for collaboratively reviewing 4D construction plans. Limitations included the limited scope of the 4D model and the selected sample's low experience level with AR and 4D modeling. Future work should consider adding more interactive features within AR applications and identify better methods to support the interoperability between 4D modeling software and AR platforms.9 0