From Exposure to Adoption: Investigating Perceptions of Augmented and Virtual Realities in Instructional Settings

Abstract

This study investigates how exposure to Augmented Reality (AR) and Virtual Reality (VR) technology influences perceptions of usability, motivational readiness, and willingness to adopt immersive tools in instructional settings. Using a mixed-methods design, the research draws from survey responses (n = 102), semi-structured interviews, diary reflections, and a repeated measures experiment involving structured hands-on sessions (n = 16). Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT), Social Cognitive Theory (SCT), Adult Learning Theory, Diffusion of Innovation, and Schema Theory, the study examines how demographic factors, such as generational cohort, gender, education, socioeconomic status, and prior experience, shape adoption intent. Findings reveal that prior exposure to AR and VR strongly correlates with higher perceived usability and a greater likelihood of future use for instructional purposes. Participants with repeated exposure and guided interactions reported significantly increased System Usability Scale (SUS) scores over time. Thematic analyses of qualitative data further underscore the importance of scaffolded exposure, reflective practice, and the need to move beyond passive demonstrations. The study concludes that meaningful adoption of AR and VR in instructional settings depends not only on access, but on intentional, iterative design strategies that foster user confidence and reshape cognitive frameworks. These findings offer practical implications for educators, instructional designers, institutions, and other organizations seeking to integrate immersive technologies effectively and equitably. Recommendations include multi-phase implementation models, mentorship opportunities, and authentic task-based learning to support sustainable adoption across diverse learner populations.