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This study integrated augmented reality (AR) and three-dimensional (3D) maps into mobile learning for library use instruction. To maximize the benefits of mobile library applications (MLAs), their technology acceptance was examined. Because of the e-learning context, the General Extended Technology Acceptance Model for E-Learning (GETAMEL) developed by Abdullah and Ward ([2016]. Developing a general extended technology acceptance model for e-learning (GETAMEL) by analysing commonly used external factors.  Computers in Human Behavior ,  56 , 238–256) was used. A total of 450 university students participated in this study. Structural equation modeling was conducted to identify factors influencing MLA adoption, to test the measurement invariance of the GETAMEL questionnaire and to compare the structural coefficients of GETAMEL between the AR and 3D map groups. The results showed that subjective norms, enjoyment, computer-related experience, self-efficacy, perceived ease of use, and perceived usefulness are essential for designing MLA. Moreover, the measures of the questionnaire had the same meanings across the two MLAs, and the impacts of perceived usefulness and perceived ease of use on behavioral intention differed significantly across the two groups, suggesting that AR-based MLA suits people who are not familiar with libraries, whereas 3D map-based MLA suits people who want to find research materials immediately.

Comparing technology acceptance of AR-based and 3D map-based mobile library applications: a multigroup SEM analysis