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Augmented reality is one of the technologies that developed and became widespread, especially after the 2000s. It is seen that innovations such as 3D virtual reality glasses, artificial intelligence-supported smart chatbots that communicate with customers in a virtual environment, keyless hotel systems, the Internet of Things, augmented reality applications, smart personal assistants, digital infrastructure concepts and face recognition systems are used in tourism businesses. The place and use of augmented reality technologies in tourism enterprises are discussed in this study. This study was evaluated from the perspective of UTAUT2. The purpose of this study is to examine the usability of augmented reality technologies in tourism businesses.

Within the scope of the study, interviews were held with augmented reality application developers, digital marketing agencies and accommodation business managers. The obtained data were processed with the MAXQDA analysis program.

It has been determined that augmented reality is a useful and informative technological tool for tourists, it can help sales, promotion and marketing activities, and its usability potency in accommodation businesses is high.

When the literature is reviewed, it is understood that the studies that apply to the opinions of the application developers and the managers of the accommodation establishments are limited. Therefore, this study has been prepared to contribute to the literature in this respect. This study examines and discusses the use of augmented reality technologies in tourism enterprises, the benefits and difficulties they will create from the perspective of application developers and accommodation business managers and their place in tourism enterprises. This study was evaluated from the perspective of UTAUT2. There is a need for research developed using UTAUT models in technology acceptance studies. In this respect, it will contribute to the literature.

Education and new technologies travel parallel pathways, with each often informing development of the other. In recent decades, educators have utilized technologies, such as television and the Internet, to develop and deliver course content. More recently, another technology has emerged that might possibly change education as it is currently practiced. Augmented reality merges manipulable digital imagery into real-world spaces and in real time. The technologies used to create augmented environments already exist in the mass market and have already begun to show up in a wide variety of fields, including education. This chapter will provide an overview of augmented reality and explore current and potential uses in higher education.

The purpose of this paper is to introduce mobile augmented reality applications for library uses and next generation library services.

Examples are drawn from museum and archives informatics, computer science applied research, and computer vision research as well as original research and development work from the Undergraduate Library at the University of Illinois.

Mobile augmented reality uses include augmenting physical book stacks browsing, library navigation, optical character recognition, facial recognition, and building identification mobile software for compelling library experiences.

The paper suggests uses of mobile augmented reality applications in library settings and models a demonstration prototype interface.

This column aims to summarize developments in augmented reality and use those developments to help explain trends that influence the likelihood of mainstream adoption.

The idea of augmented reality also drives the development of many other related technologies, including wearables, haptic technologies and many others that have been featured in this column.

Developers invest in the future based on the idea that widespread use of augmented reality is just around the corner. Yet in many ways, it still appears to be a technology eternally on the cusp of mainstream adoption.

In 2014, this column looked at augmented reality as an important emerging technology. Nearly three years later, some libraries continue to use it in groundbreaking ways, and it has grown by leaps and bounds.

This paper aims to propose a value co-creation framework through examining the opportunities of implementing augmented reality, virtual reality and 3D printing into the visitor experience at cultural heritage places.

This study proposes the conceptual model of value co-creation using a case-study approach by presenting some cases of a cultural heritage place in the UK.

The findings of this study suggest that the effective use of multiple technologies in the context of cultural heritage places contributes to the co-creation of value for both cultural heritage organisations and also for visitors’ pre-visit, onsite and post-visit experience. Businesses can benefit from increased spending, intention to return and positive word-of-mouth, while visitors receive a personalised, educational, memorable and interactive experience.

Cultural heritage places have to find new ways to survive increasingly fierce competition. Using technology and the concept of value co-creation can prove to be a valuable concept in an attempt to attract new target markets, enhance visitors’ experience, create positive word-of-mouth and revisit intentions.

Recently, increased importance has been placed on the co-creation of value to account for consumers' interest in playing some part in the development of services and products. This study takes a holistic approach using augmented reality, virtual reality and 3D printing from a value co-creation perspective.

Digital media technology is becoming an integral part of our daily activities, with widespread penetration in various application domains including arts, medicine, education, and commerce. The purpose of this paper is to discuss the horizon of emerging digital media technologies in electronic financial trading with reference to a novel application drawing expertise from two important fields of study, namely: digital media (video and image) processing and augmented reality.

The paper presents an ergonomic study that considers the potential utility and usability of augmented reality (AR) in finance. In order to justify the outcome of this ergonomic study, the authors describe the technology under study (CYBERII) and its implementation in finance. This ergonomic study is based on a comparative analysis of the use of AR with a counterpart virtual reality (VR) approach used for the same application.

The comparative analysis highlights an added value in the shift from the use of VR to AR in electronic financial trading. This added value is gained from augmented realism and less constrained interaction. The paper discusses the challenges and rewards of the emerging digital media technologies in meeting the needs of electronic commerce applications, particularly in electronic financial trading. The main considerations taken into account are the realism of rendering, system portability, and widespread usability.

This study motivates further ergonomic studies involving the evaluation of augmented reality integration including CYBERII technology, in the field of electronic commerce.

This study was based on situated learning, by combining mobile learning and augmented reality, so that students could not only access information content in a real environment but also obtain such information via augmented reality, to support mobile learning.

The research included development of an augmented reality system combined with situational learning, used by students to learn about campus plants as part of the college life technology curriculum. Students took part in mobile learning, and an investigation was conducted into the computer learning behaviour of notebook users. College students were used as the experimental subjects. Data were collected using questionnaire surveys and were evaluated in order to identify the behavioural intentions of learners in outdoor learning activities.

The questionnaire survey covered environmental interactivity, system quality and textbook content. It was found that learners who used mobile learning augmented reality (MLAR) generally managed to browse all the contents of the textbook at each learning location, without spending too much time looking for information, and learners could quickly integrate this into the learning situation. Learners who used MLAR had a strong motivation to study plants at the learning site because they wanted to use the augmented reality technology to observe virtual plant models. Learners who used MLAR in their field learning liked using augmented reality for further learning, for example, using a magic wand to interact with the technology.

This study adopted a new approach to deliver elements of the life technology curriculum, integrating augmented reality into mobile learning. All participating students gave positive reviews of six aspects of the proposed system: their behavioural intentions, cognitive usefulness, cognitive ease of use, environmental interactivity, system quality and textbook content.

This research aims to explore the impact of augmented reality (AR), the digital technology that superimposes virtual elements in a real environment, on consumers in the context of experiential marketing. Specifically, this study proposes a research model based on the stimulus-organism-response model, which considers AR media characteristics as external stimuli, consumers’ value perceptions as the organisms, and purchase intentions as the responses. The research model was tested with 248 consumers using structural equation modelling. The results show that informativeness, ease of use, and telepresence have positive effects on consumers’ utilitarian value perception and that telepresence and interactivity have positive effects on hedonic value perception. Overall, this study contributes to the growing body of knowledge on AR and provides actionable insights for managers implementing digital transformation strategies and AR applications in marketing practices.