An Empirical Investigation into Examination of Factors Influencing University Studentsxe2x80x99 Behavior towards Elearning Acceptance Using SEM Approach There are several reasons why most of the universities implement Elearning. The extent of Elearning programs is being offered by the higher educational institutes in the UAE are evidently expanding. However, very few studies have been carried out to validate the process of how Elearning is being accepted and employed by university students. The study involved a sample of 365 university students. To describe the acceptance process, the Structural Equation Modeling (SEM) method was used. On the basis of the technology acceptance model (TAM), the standard structural model that involved Elearning Computer SelfEfficacy, Social Influence, Enjoyment, System Interactivity, Computer Anxiety, Technical support, Perceived Usefulness, Perceived Ease of Use, Attitude, and Behavioral Intention to Use elearning, was developed. The findings showed that TAM served as a suitable theoretical tool to comprehend the acceptance of elearning by users. The most critical construct to explain the causal process employed in the model was Elearning Computer SelfEfficacy, Social Influence, Enjoyment, System Interactivity, Computer Anxiety, Technical support, Perceived Usefulness, Perceived Ease of Use, Attitude, followed by Behavioral Intention to Use elearning. Practical implications are offered by the outcomes for decision makers, professionals and developers in how effective Elearning systems can be implemented properly.

Exploring inService Teachers Acceptance of Augmented Reality Augmented reality (AR) is an emerging technology that has been shown to have positive impact on the cognitive and affective learning outcomes for students of all grades. However, the use of AR has been limited to selfstudy space in India and not percolated into school classrooms. A precondition for this to happen is teacher acceptance of AR as a teaching resource. In this paper, we report a pilot study done with six secondary school teachers to test their acceptance of AR through semistructured interviews. These interviews explored teachersu0027 AR acceptance, based on the three core constructs of the Technology Acceptance Model (TAM2) xe2x80x93 perceived usefulness, perceived ease of use and behavioral intention to use. Thematic analysis of interviews show teachers have positive acceptance for AR. The analysis also throws light on two additional contextual factors that govern teachersu0027 intention to use and the type of teacher support needed for effective integration of AR in school education in India. The findings of this paper will be of interest to AR researchers and learning solutions companies.