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Advances in autonomous technology have transformed customer experience. Most prior research has investigated the effect of augmented reality (AR) on purchase intention, yet few research has discussed the effect of semiautonomous AR in the context of service use. Semiautonomous AR recognizes content in the present reality, inserts and adjusts virtual content, supervises the users and enables them to feel in control of the virtual content overlaid in observed reality resulting in enriched user experience and thereby augmentation experience. This research demonstrates how perceived control of virtual content leads to higher perceived augmentation experiences among semiautonomous AR users than among non-AR users. In addition, this research examines the mediation effects of enriched user experience and perceived augmentation experience on user satisfaction and users’ willingness to continue using AR. Results also indicate that AR users perceive a higher augmentation experience than non-AR users. However, users’ willingness to continue using AR is not significantly different between AR and non-AR users.

This study derives six hypotheses and uses a preliminary study, a field study and a lab study to evaluate the hypotheses. A field study was conducted in a car dealership to test the hypotheses, and a lab experiment was conducted in a controlled setting to corroborate the results obtained in the field study and test the underlying causal effects.

Semiautonomous AR can constantly sense, plan and not necessarily always act over the virtual content to sustain the interaction with its users. Perceived control of virtual content enhances perceived augmentation experience, and its effect of perceived control of virtual content on perceived augmentation experience is higher among semiautonomous AR users than among non-AR users. Perceived control of virtual content is a key to enriched user experience, augmentation experience and thereby users’ attitude and behavior. In addition, results showed that enriched user experience mediates the effect of perceived control of virtual content on perceived augmentation. User satisfaction mediates the effect of perceived augmentation experience on users’ willingness to continue using AR. The theoretical and practical contributions are comprehensively discussed.

Some limitations of the studies are ascertained. First, a larger sample size might be required to achieve generalizability and a strong test of the applied theory. Second, new field studies can reflect customers’ real attitudes and behaviors so as to reveal realistic interactions between the device properties and the human will in solving actual problems. The user is interested in participating in the solution within the sensing-planning-acting process as depicted by this research. Third, new research to test AR’s capabilities in bounded and symbiotic conditions can illustrate the level of autonomy each type requires, providing additional insights into why supervised AR autonomy best reflects semiautonomous AR. The pioneering structural model offered in this study (perceived control of virtual content-perceived augmentation experience-users’ satisfaction-users’ willingness to continue using AR) should be tested with new samples in other industries, aside from including other variables that may enrich the model and increase its explanatory power. In addition, future research might use other AR devices such as smart glasses to explore the effects of AR on perceived control of virtual content, enriched user experience and perceived augmentation experience. Future studies can investigate the effect of auditory and visual augmentation on enriched user experience and perceived augmentation experience, and involve features of artificial intelligence (AI) to assist users in decision-making. Regarding context, this research showed that age and gender differences did not affect the results. Nonetheless, age and gender, and perhaps additional demographic characteristics, may concern future studies.

Some recommendations for technology developers are derived from this research. AR is revolutionizing service experience. As technologies are becoming autonomous, developers seek ways to design experiences to enhance consumers’ sense of control over their interaction with such systems. Companies cannot create customer experience (Becker and Jaakkola, 2020), yet they can leverage the level of autonomy in AR to sustain ongoing interaction with customers. It is vital to design an autonomous AR that focuses on users’ needs, desires and well-being (de Bellis and Johar, 2020) that drive novel experiences (Novak and Hoffman, 2019). This study recommends AR developers design autonomous features in AR that enable customers to interact with the virtual contents generated by AR and extend their own capabilities to perform a task and feel expanded. While designing a fully autonomous system may hinder users to feel in control of their choice (Schmitt, 2019), service companies can develop an AR system that sustains an interaction, involves the user in value co-creation and guides the user (Alimamy and Gnoth, 2022). AR can sustain an interaction with the users by continuously scanning the objects in the reality and providing sensory feedback such as product size recommendations (e.g. eyeglasses) that facilitate customers’ information processing (Poushneh, 2021b; Heller et al., 2019). To achieve this, developers may focus on technology qualities such as “image recognition,” a subset of AI. With image recognition, AR can effectively provide instruction as if the customer is in a real setting. The proper incorporation of image recognition in the design of AR while enabling users to interact with 3D virtual images sustains their interaction with AR and makes them feel in control of their interaction with AR. Service companies need to ensure users feel in control of their interaction and expand their capacities to engage in the service experience with AR to accomplish their desired tasks. AR’s capacities enable users to expand their abilities to fix their basic service problems without referring to or speaking to a service provider agent in a service context. Therefore, instead of taking their car back to the dealership, customers can use AR mobile applications or glasses provided by car manufacturers to learn and fix basic vehicle problems.

This research advances the marketing literature on how users feel in control of virtual content when they interact with a semiautonomous AR that subsequently influences enriched user experience, perceived augmentation experience, attitudes and behavior.

In recent years, there has been significant interest in adopting XR (extended reality) technologies such as VR (virtual reality) and AR (augmented reality), particularly in retail. However, extending activities through reality-mediation is still mostly believed to offer an inferior experience due to their shortcomings in usability, wearability, graphical fidelity, etc. This study aims to address the research gap by experimentally examining the acceptance of metaverse shopping.

This study conducts a 2 (VR: with vs. without) × 2 (AR: with vs. without) between-subjects laboratory experiment involving 157 participants in simulated daily shopping environments. This study builds a physical brick-and-mortar store at the campus and stocked it with approximately 600 products with accompanying product information and pricing. The XR devices and a 3D laser scanner were used in constructing the three XR shopping conditions.

Results indicate that XR can offer an experience comparable to, or even surpassing, traditional shopping in terms of its instrumental and hedonic aspects, regardless of a slightly reduced perception of usability. AR negatively affected perceived ease of use, while VR significantly increased perceived enjoyment. It is surprising that the lower perceived ease of use appeared to be disconnected from the attitude toward metaverse shopping.

This study provides important experimental evidence on the acceptance of XR shopping, and the finding that low perceived ease of use may not always be detrimental adds to the theory of technology adoption as a whole. Additionally, it provides an important reference point for future randomized controlled studies exploring the effects of technology on adoption.

Augmented reality (AR) is an advanced version of the dynamic physical space that is perceived and received via visual, audio, digital and other sensory stimuli. The capabilities of virtual technologies change the field of university and education considerably. The necessity of using virtual technologies in the education field was revealed more in unforeseen disasters such as the COVID-19 pandemic. The adoption of a technology by its users is an important factor in the successful implementation of the technology. The present study evaluates several factors affecting the adoption of AR technology in the realm of tertiary education.

This study is applied in nature, and the necessary data were gathered through a survey questionnaire. The opinions of 621 students were investigated using a simple random sampling method. The multinomial logit test was used in this research.

It was found that individual and social factors such as age, education level, major and economic characteristics such as one’s income in a month, expenses of a person in a month, the level of access to high-speed internet and access to a laptop or smartphone are effective in AR technology adoption in the field of academic education.

The theoretical contribution of this study is to identify the key factors that influence the adoption of AR technology and develop a model specifically applicable to the educational field. The results of this research can be used by university managers and educational policymakers for the efficient and effective use of this technology.

This study aims to explore how the integration of augmented reality (AR) filters into English as a second language (ESL) can enhance speaking fluency teaching. The study sheds light on how AR filter can be best implemented in speaking fluency teaching by the innovative opportunities to transform language learning experiences. In this study, ESL teachers' perceptions and experiences with AR filters in speaking fluency instructions were examined through qualitative research method.

This study is an evaluation stage study within a bigger study which utilized design and developmental research (DDR) approach. In this third phase of DDR which is the evaluation phase, this study involved semi-structured interviews with six ESL teachers from six different public secondary school settings. Thematic analysis was conducted on the interview transcripts.

Data analysis revealed several key findings regarding the utilization of AR filters in ESL speaking fluency teaching. Firstly, participants reported that AR filters can be best used in various educational settings. Secondly, AR filters were found to provide supports for various students’ levels. Thirdly, participants identified that AR filters can be best used to cater students with diverse learning styles.

The work aims to help ESL educators in using AR filters in their speaking fluency teaching. The limitation of this study is that it includes only the experience of teachers from a public secondary school setting without taking into consideration other secondary institutions such as ESL teachers from private schools or boarding schools. The generalizability of our findings may be affected due to our reliance on self-reported data from a small sample size.

The implications of these findings for ESL pedagogy and teacher professional development are discussed. By incorporating AR filters into ESL speaking fluency instruction, educators can create speaking fluency teaching in various settings such as formal and informal settings. Furthermore, ESL teachers may immerse students in environments that cater to the diverse language learners' styles and language levels through the use of AR filter. Overall, this research contributes to a deeper understanding of the potential of AR filters to transform ESL teaching and learning practices, paving the way for future innovations in language education.

Available studies exploring AR in English teaching exist, but very limited of those utilized markerless AR, in the form of AR filters with speaking fluency teaching. Also, this paper focused on teachers’ experience with AR filters in contrast to students’ experience in public secondary school settings.

This study aims to investigate the performance analysis, science mapping and future direction of artificial intelligence (AI) technology, applications, tools and software used to preserve, curate and predict the historical value of cultural heritage.

This study uses the bibliometric research method and utilizes the Scopus database to gather data. The keywords used are “artificial intelligence” and “cultural heritage,” resulting in 718 data sets spanning from 2001 to 2023. The data is restricted to the years 2001−2023, is in English language and encompasses all types of documents, including conference papers, articles, book chapters, lecture notes, reviews and editorials.

The performance analysis of research on the use of AI to aid in the preservation of cultural heritage has been ongoing since 2001, and research in this area continues to grow. The countries contributing to this research include Italy, China, Greece, Spain and the UK, with Italy being the most prolific in terms of authored works. The research primarily falls under the disciplines of computer science, mathematics, engineering, social sciences and arts and humanities, respectively. Document types mainly consist of articles and proceedings. In the science mapping process, five clusters have been identified. These clusters are labeled according to the contributions of AI tools, software, apps and technology to cultural heritage preservation. The clusters include “conservation assessment,” “exhibition and visualization,” “software solutions,” “virtual exhibition” and “metadata and database.” The future direction of research lies in extended reality, which integrates virtual reality (VR), augmented reality (AR) and mixed reality (MR); virtual restoration and preservation; 3D printing; as well as the utilization of robotics, drones and the Internet of Things (IoT) for mapping, conserving and monitoring historical sites and cultural heritage sites.

The cultural heritage institution can use this result as a source to develop AI-based strategic planning for curating, preservation, preventing and presenting cultural heritages. Researchers and academicians will get insight and deeper understanding on the research trend and use the interdisciplinary of AI and cultural heritage for expanding collaboration.

This study will help to reveal the trend and evolution of AI and cultural heritage. The finding also will fill the knowledge gap on the research on AI and cultural heritage.

Some similar bibliometric studies have been conducted; however, there are still limited studies on contribution of AI to preserve cultural heritage in wider view. The value of this study is the cluster in which AI is used to preserve, curate, present and assess cultural heritages.

This systematic literature review aims to investigate the application and integration of Industry 4.0 (I4.0) technologies in transportation infrastructure construction projects focusing on sustainability pillars.

The study employs a systematic literature review approach, combining qualitative review and quantitative analysis of 142 academic articles published between 2011 and March 2023.

The findings reveal the dominance of Building Information Modelling (BIM) as a central tool for sustainability assessment, while other technologies such as blockchain and autonomous robotics have received limited attention. The adoption of I4.0 technologies, including Internet of Things (IoT) sensors, Augmented Reality (AR), and Big Data, has been prevalent for data-driven analyses, while Unmanned Aerial Vehicle (UAVs) and 3D printing are mainly being integrated either with BIM or in synergy with Artificial Intelligence (AI). We pinpoint critical challenges including high adoption costs, technical barriers, lack of interoperability, and the absence of standardized sustainability benchmarks.

This research distinguishes itself by not only mapping the current integration of I4.0 technologies but also by advocating for standardization and a synergistic human-technology collaborative approach. It offers tailored strategic pathways for diverse types of transportation infrastructure and different project phases, aiming to significantly enhance operational efficiency and sustainability. The study sets a new agenda for leveraging cutting-edge technologies to meet ambitious future sustainability and efficiency goals, making a compelling case for rethinking how these technologies are applied in the construction sector.

This study aims to provide an explorative perspective on how workarounds – defined as practices that deviate from an official pathway to a target – delineate a decisive element for users with visual impairment to enable assistive technologies in the context of office work.

An ethnographic study with in situ observation at participants’ work locations together with interviews was conducted to cater for the explorative nature of this study.

The study outlines three types of workarounds that can be distinguished into: (1) own investment into invisible work, (2) engaging support from colleagues and (3) the complete circumvention of technology use. It is furthermore discussed that workarounds remain largely unnoticed but yield the potential as an enabling factor for insights into the use of assistive technology (AT).

The layered model of workarounds that locates them at the individual, social and organisational level can guide the design and analysis of enabling technologies in complex office work contexts. Technology designers can incorporate enquiries on workarounds into participatory or co-creative design processes. Information technology (IT) professionals and leaders of IT support teams can use this model to gain insights from workarounds into improvement opportunities for the effective integration of assistive technologies.

This study connects the concept of workarounds, which is deeply rooted in the tradition of workplace studies and computer-supported cooperative work (CSCW), with the practices of handling technology employed by knowledge workers with visual impairments to retain workability. This approach offers a novel perspective on the embeddedness of enabling technologies in the context of knowledge work. It highlights the intricate ways in which technology is integrated into daily work practices, thereby providing valuable insights into the intersection of AT and knowledge work.

This case study aims to enrich research on language teacher identity and cognition by detailing the experiences of English language teachers instructing students with visual impairments in Türkiye, exploring the (re)formation of their identity and cognition within this context.

This study uses a qualitative approach, combining interviews, observations, field notes and legal document analysis. Hiver and Al-Hoorie's (2016) Complexity Theory guides data collection and analysis, supported by MAXQDA software.

The findings highlight the influences of personal, social, cultural and educational factors on language teacher identity and cognition, with a focus on interactions in preservice education, institutional requirements and instructional methods at the School for the Blind.

This case study provides practical and theoretical insights into language teacher identity and cognition within special education schools, contributing to the broader discourse on diversity in this field.

Light field images (LFIs) have gained popularity as a technology to increase the field of view (FoV) of plenoptic cameras since they can capture information about light rays with a large FoV. Wide FoV causes light field (LF) data to increase rapidly, which restricts the use of LF imaging in image processing, visual analysis and user interface. Effective LFI coding methods become of paramount importance. This paper aims to eliminate more redundancy by exploring sparsity and correlation in the angular domain of LFIs, as well as mitigate the loss of perceptual quality of LFIs caused by encoding.

This work proposes a new efficient LF coding framework. On the coding side, a new sampling scheme and a hierarchical prediction structure are used to eliminate redundancy in the LFI's angular and spatial domains. At the decoding side, high-quality dense LF is reconstructed using a view synthesis method based on the residual channel attention network (RCAN).

In three different LF datasets, our proposed coding framework not only reduces the transmitted bit rate but also maintains a higher view quality than the current more advanced methods.

(1) A new sampling scheme is designed to synthesize high-quality LFIs while better ensuring LF angular domain sparsity. (2) To further eliminate redundancy in the spatial domain, new ranking schemes and hierarchical prediction structures are designed. (3) A synthetic network based on RCAN and a novel loss function is designed to mitigate the perceptual quality loss due to the coding process.

The purpose of this paper is to evaluate undergraduate student perceptions about the application of immersive technologies for enhancing the student learning experience. This study assesses the viewpoints of students from varying multidisciplinary backgrounds about whether immersive technologies can enhance their learning experience and increase their level of engagement in the context of higher educational delivery.

The research used a case study methodology adopting a questionnaire-based research mixed methods approach. In total, 83 participants completed the questionnaire. The purpose of the research was to evaluate and interpret students’ perspectives at higher educational level about the use of immersive technologies towards enhancing their learning experience. There was also a focus on remote educational delivery due to the legacy of COVID-19.

The findings suggest that there is still more empirical work to be undertaken regarding the application of immersive technologies in higher education. The study revealed that there are immersive benefits though preference for face-to-face teaching remains popular. The negative connotations associated with immersive technology use in higher education, (e.g. virtual reality), such as cost of equipment and motion sickness, substantiates the themes identified in the academic literature.

The study explores a diversity of immersive technologies and their application in higher education (HE) contexts. Findings indicate that although there are acknowledged pedagogical benefits of immersive technology use in HE prevalent barriers remain that require further empirical research if immersive technology use is to be universally used in the sector.