علیرضا ناظمی بیدگلی

Technological advances have been central to the development of societies in this century. Various countries have increasingly embraced technological innovations to enhance life experiences in different dimensions. However, consumers' widespread adoption of these technologies is crucial for their ongoing success and further expansion. This research explores the Unified Theory of Acceptance and Use of Technology (UTAUT) of augmented reality technology, considering the moderating role of consumer inertia in the advancement and promotion of sports.

This research, designed in an applied-descriptive manner, utilized the non-random sampling method, and the data collected through online questionnaires were analyzed using the structural equation modeling method. Although the concept of consumer inertia is not initially incorporated into the framework of the technology acceptance model, evidence suggests that this factor plays a significant role as a key predictor of resistance to adopting new products. This resistance can be more critical than other predictive factors, such as expected performance, required effort, social influences, and facilitating conditions.

This research has revealed that gaining a deeper understanding of these critical factors and establishing the necessary infrastructure to support them will significantly increase the likelihood of success and the potential benefits of augmented reality technology in sports.

Originality: 

This research innovatively incorporates consumer inertia into the Unified Theory of Acceptance and Use of Technology framework for augmented reality technology in sports. By highlighting the significance of consumer inertia as a critical predictor of resistance to new products, it addresses potential barriers to adoption. The findings provide valuable insights for researchers and practitioners to enhance technology acceptance in the sports industry.

Context: 

Many countries are leveraging new technologies to enhance the educational experience of the younger generation. The acceptance of these technologies by learners is crucial for the success and advancement of educational institutions. Innovations like virtual reality can enhance the quality of education and facilitate more interactive learning environments. Understanding the factors that influence the acceptance of these technologies and creating conducive conditions for their effective utilization are imperative.

The purpose of this article is to explore the factors that influence the willingness to use virtual reality technology in education and the moderating role of learners' innovativeness in this process.

The current research is of an applied-descriptive type, and an available sampling method was used. The research model was examined through an online questionnaire, and data analysis and hypothesis testing were conducted using structural equation modeling with WarpPLS version 3 software.

Despite novelty not being included in the integrated theory model of technology acceptance and use, its impact as a vital predictor for new product acceptance was observed on expected performance, expected effort, social influence, facilitating conditions, and attitude towards use.

As a result, the current research indicates that virtual reality technology, as an effective innovation in education, can enhance deeper and more effective learning by fostering interactive and immersive educational environments. Despite certain drawbacks such as high costs and diminishing interpersonal interactions, virtual reality can provide significant value in enhancing the quality of education, fostering collaborative learning, and offering universal access to educational resources. This study proposes that by establishing suitable infrastructure and cultivating positive expectations through training and technical support, the productivity and effectiveness of this technology in the realm of education can be enhanced.

The current research was conducted with the aim of the effect of digital games on the movement activities and lifestyle of 16-13 year old students. The current research method was quasi-experimental or semi-experimental, and the statistical population of the research included all male and female students aged 16-13 years in Kashan city in the academic year 1400-1401 (15,230, including 7,000 girls and 8,230 boys). The sampling method in this research was random classification based on gender, in this way, at first, the schools were selected randomly, and the basis for selecting students was available, and people voluntarily filled out the questionnaire. The number of samples was 300 people (132 girls and 168 boys) based on the table of Karjesi and Morgan. The measurement tool was a questionnaire that has 4 sections: 1. Demographic information, 2. Laali et al.'s standard lifestyle questionnaire (2013), 3. A researcher-made questionnaire for the variable of physical activity and 4. A researcher-made questionnaire for the variable of the use of digital games has been prepared and adjusted. The validity of the questionnaires developed by the professors and experts and its reliability has been obtained through Cronbach's alpha coefficient of 0.80 and 0.87 respectively.