Acceptance of a Mobile Augmented Reality Application in Technical Drawing Education: A TAM2 Study

Résumé

Orthographic projection is one of the most demanding topics in technical drawing because students must mentally connect three-dimensional forms with their two-dimensional representations. Although mobile Augmented Reality (AR) offers promising support for this type of spatial learning, little is known about how students in technical secondary education perceive and accept such tools, especially in non-Western contexts. This study explored the acceptance of a mobile AR application used for orthographic projection learning by 60 first-year baccalaureate students in electrical and mechanical technology tracks at a Moroccan technical high school. Drawing on the Technology Acceptance Model 2 (TAM2), data were collected using a seven-point Likert scale after an eight-week instructional sequence (16 h in total) during which students used the application in class. Responses were analyzed with SmartPLS 4 using Partial Least Squares Structural Equation Modeling and 5,000 bootstrap subsamples. The measurement model showed strong reliability and convergent validity, with Cronbach's alpha values above 0.88, composite reliability above 0.91, and Average Variance Extracted (AVE) above 0.73. Discriminant validity was also confirmed, with the Heterotrait-Monotrait Ratio (HTMT) values below 0.90. The structural model accounted for 65.9% of the variance in perceived usefulness and 68.5% of the variance in behavioral intention. Perceived usefulness had the strongest effect on students' intention to use the application. Perceived ease of use and job relevance contributed significantly to perceived usefulness, whereas subjective norm, output quality, and result demonstrability did not. Overall, the findings suggest that students' acceptance of AR in technical drawing depends less on social influence or technical features alone than on whether the tool is easy to use and clearly supports classroom tasks. The study extends TAM2 to a specific AR learning situation in Moroccan technical secondary education, a context that remains underrepresented in the literature.

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