Evaluating students’ behavioral intention and system usability of augmented reality-aided distance design learning during the COVID-19 pandemic

Because of the impact of the COVID-19 pandemic, learning modes had to change. This study applied augmented reality (AR) technology to improve the learning experience of product styling design students in a distance learning environment. An AR-aided learning interface combined with a distance learning concept was constructed to enhance students’ content knowledge and communication between teachers and students. This study analyzed students’ attitudes and behavioral intentions toward the technology acceptance model for this AR-aided distance learning interface. Additionally, a system usability scale was used to examine the usability level of this interface. The results demonstrated that learning content directly affected distance interaction, and perceived ease of use was an essential mediating variable. Furthermore, three-dimensional (3D) visualization was a predictive factor that directly affected students’ attitudes toward AR use. Students had positive attitudes toward the AR-aided learning interface, and their feedback indicated that 3D visualization stimulated their learning motivation and enhanced their behavioral intentions. Overall, the AR-aided styling learning interface supported the distance learning of product styling design students and provided teachers and students with a valuable learning communication channel during the COVID-19 pandemic.