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The purpose of this study is to investigate the influence of augmented reality (AR) media characteristics on consumers’ purchase intention (PI) for fashion goods within the fashion industry context.

This study establishes five independent variables of salient AR media characteristics derived from existing studies which includes interactivity, vividness, augmentation, simulated physical control and environmental embedding. A quantitative online survey method is conducted with a sample of 172 respondents.

The findings suggest that all five AR media characteristics have a positive and significant influence on consumers’ PI for fashion goods. Among these five characteristics, interactivity and simulated physical control have the strongest positive impact on PI, followed by vividness, environmental embedding and augmentation.

This study provides valuable insights for fashion brands to better understand the media characteristics that consumers may be looking out for in AR experiences that could have an influence on their PI for fashion goods. This study also contributes to the literature by identifying the most influential AR media characteristics in the context of the fashion industry.

The study aims to identify the key advantages/enablers and disadvantages/barriers of augmented reality (AR) implementation in education through existing reviews. It also examines whether these factors differ across educational domains.

This study conducted a systematic review of reviews to synthesize evidence on the barriers and enablers influencing AR adoption in education. Searches were performed across five databases, with 27 reviews meeting the inclusion criteria. Data extraction and quality assessment were completed. Content analysis was conducted using the AR adoption factor model and consolidated framework for implementation research.

The findings reveal several enablers such as pedagogical benefits, skill development and engagement. Equally, multiple barriers were identified, including high costs, technical issues, curriculum design challenges and negative attitudes. Interestingly, duality emerged, whereby some factors served as both barriers and enablers depending on the educational context.

This review contributes a novel synthesis of the complex individual, organizational and technological factors influencing AR adoption in education across diverse domains. The identification of duality factors provides nuanced understanding of the multifaceted dynamics shaping AR integration over time. The findings can assist educators in tailoring context-sensitive AR implementation strategies to maximize benefits and minimize drawbacks. Further research should explore duality factors and their interrelationships in AR adoption.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of the AR and traditional board games on students’ SDG learning achievements.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of AR and traditional board games on students' SDG learning achievements.

Our analysis of the quantitative and qualitative data revealed that the effects of AR and traditional board games on the students' cognitive outcomes differed significantly, indicating the importance of providing a situated learning environment in SDG education. Moreover, the students perceived that the incorporation of the AR game into SDG learning improved their learning effectiveness – including both cognitive and affective dimensions – thus confirming its educational value and potential in SDG learning.

To the best of our knowledge, this is the first study to explore the effectiveness of different learning tools (AR and traditional board games) and to evaluate the importance of providing a situated learning environment through a true-experimental randomized control posttest design.

This study aims to enable pre‐service teachers to cooperate with teachers and to participate in solving classroom problems with the guidance of academic staff in an action research (AR) project.

Eight pre‐service teachers took an AR course and simultaneously participated in a collaborative AR project. While learning about the steps and nature of AR, pre‐service teachers worked with teachers and designed their own project proposals in order to solve classroom problems. A questionnaire about “doing” an AR and reports prepared by the pre‐service teachers were used as instruments.

Pre‐service teachers worked on different classroom problems together with the teachers and seven out of eight ARs were presented at a national teachers' conference. Moreover, all the pre‐service teachers reported that they were eager to apply AR in their future classrooms and they decided to apply their AR proposals even though the course had finished.

The study is limited by the participants and the instruments used here.

AR courses enable pre‐service teachers to take an active role in authentic workplaces, thereby encouraging them towards workplace learning.

The study shows that collaborative AR can enable pre‐service teachers to identify and solve classroom problems, thereby providing them with an environment in which to use their theoretical knowledge gained at university. Hence, AR courses could be integrated into teacher training programs in order to fulfil the missing link between theory and practice in teacher training.

Considerations for time, cost, and audit comfort in completing audit engagements have gradually led to extensive use of analytical review (AR) in external audits by large accounting firms in Hong Kong. AR is now being used by auditors as “attention‐directing” at the planning stage, “test‐reducing” at the fieldwork stage, and an overall reasonableness check in arriving at the true‐and‐fair decision at the final review stage. Greater reliance on AR has long been predicted in the auditing literature as an inevitable future trend. Empirical findings on auditors attesting to the extensive use of AR in Hong Kong are simply visible manifestations of the profession’s adjustment to the global movement.

The purpose of this paper is to identify a light and scalable augmented reality (AR) solution to enhance library collections.

The author first did research to identify the major obstacle in creating a scalable AR solution. Next, she explored possible workaround methods and successfully developed two prototypes that make the current Web-based AR work with ISBN barcode.

Libraries have adopted AR technology in recent years mainly by developing mobile applications for specific education or navigation programs. Yet a straight-forward AR solution to enhance a library's collection has not been seen. One of the obstacles lies in finding a scalable and painless solution to associate special AR objects with physical books. At title level, books already have their unique identifier – the ISBN number. Unfortunately, marker-based AR technology only accept two-dimensional (2-D) objects, not the one-dimensional (1-D) EAN barcode (or ISBN barcode) used by books, as markers for technical reasons. In this paper, the author shares her development of two prototypes to make the Web-based AR work with the ISBN barcode. With the prototypes, a user can simply scan the ISBN barcode on a book to retrieve related AR content.

This paper mainly researched and experimented with Web-based AR technologies in the attempt to identify a solution that is as platform-neutral as possible, and as user-friendly as possible.

The light and platform-neutral AR prototypes discussed in this paper have the benefits of minimum cost on both the development side and the experience side. A library does not need to put any additional marker on any book to implement the AR. A user does not need to install any additional applications in his/her smartphone to experience the AR. The prototypes show a promising future where physical collections inside libraries can become more interactive and attractive by blurring the line of reality and virtuality.

The paper can help initiate the discussion on applying Web-based AR technologies to library collections.

This paper aims to discuss the developments in augmented reality (AR) and its application and impact in the field of training. It highlights major implications for practice by building on current research and case studies.

This paper is based on the review of important developments in research and practice related to AR.

The engagement and retention are higher for AR-based training, as it layers and supplements the real-world environments with additional content. AR training reduces the pressure of memorizing instructions. AR is being adopted by a variety of organizations ranging from healthcare, automotive, firefighting, military, etc.

The paper provides relevant strategic insights on AR and its relevance in the field of training.

This paper aids the busy executives and researchers by offering the most relevant and valuable information related to AR in a summarized and crisp format.

The purpose of the study is to investigate the effect of augmented reality (AR) characteristics in packaging on perceived value and consumer behavioral intentions such as purchase intention and pay more in traditional Iranian nougat GAZ packaging.

The statistical population was the 550 customers bought traditional Iranian nougat GAZ. Sampling method was simple random sampling. Questionnaire had been chosen for collecting data. In total, 236 customers filled in questionnaires. Research model tested by structural equation modeling method and by using SPSS and PLS software.

The finding considered the characteristics of AR packaging which include interactivity, informativeness, enjoyment and usefulness have a positive effect on the dimensions of the perceived value, hedonic and utilitarian value. In the same way hedonic and utilitarian value had positive effects on the consumer behavior, purchase intention and willingness to pay more.

These results help managers to use AR characteristics to improve the interaction between customers and product and sell their products.

The purpose of this study is to consolidate the fragmented research on augmented reality (AR) as a marketing tool and provide a comprehensive understanding of its possible marketing applications.

The study conducted a systematic review and bibliometric analysis of 103 papers on AR-marketing to identify the most prevalent topics and conceptual frameworks. Performance analysis and science mapping were utilized to examine the key marketing domains influenced by AR.

The analysis revealed that AR has had the biggest impact on marketing domains such as consumer acceptability, customer interactivity, retail, and destination marketing.

The results of this study provide organizations with insights into the current state of AR-marketing, enabling them to successfully use AR to improve their marketing strategies. Furthermore, the study highlights potential areas for further research and development in AR for marketing.

This research offers a valuable, comprehensive overview of AR’s role in marketing by systematically reviewing and analyzing the existing literature. The findings open doors for organizations and researchers to explore AR’s potential applications in marketing strategies and future research opportunities.