Conditional Optimism and Contextual Factors in Academic Staff Adoption of AR/VR for Student Assessment

The integration of augmented reality (AR) and virtual reality (VR) technologies is rapidly transforming educational environments, yet their application in student assessment remains underexplored, particularly within higher education. This study investigates the intentions and determinants influencing academic staff's adoption of AR and VR for student assessment in Turkish universities, drawing on the Theory of Planned Behavior (TPB) and supplementary technology acceptance frameworks. Employing a qualitative research design, semi-structured interviews were conducted with 30 academic staff members representing diverse disciplines and levels of experience. Thematic analysis revealed that attitudes, subjective norms, and perceived behavioral control are foundational predictors of adoption intention; however, their influence is substantially mediated by contextual factors such as institutional readiness, innovation climate, and a newly identified construct conditional optimism. Findings highlight the necessity of robust infrastructure, targeted professional development, and supportive organizational culture for successful AR/VR integration. The study proposes theoretical and practical insights for policymakers, institutional leaders, and technology developers. This research advances understanding of technology adoption in educational assessment and provides a roadmap for future studies and implementation strategies.