Beyond Tool Rationality: Contextualizing AR Picture Book Acceptance in Parent–Child Shared Reading

Abstract

Augmented reality (AR) picture books are increasingly used in family learning and parent–child shared reading, but their adoption within families remains underexplored. Based on 439 valid responses from Chinese families, structural equation modeling examined adoption determinants and the moderating roles of developmental characteristics and digital competence. Effort expectancy, social influence, price value, habit, hedonic motivation, and learning motivation significantly predicted behavioral intention, whereas performance expectancy did not. Digital risk perceptions negatively predicted behavioral intention, highlighting the role of safety concerns in decisions about children’s digital educational products. Children’s age, prior usage experience, and digital literacy moderated several structural relationships. By identifying a family-level acceptance mechanism for AR picture books, this study extends technology acceptance research in parent–child shared reading and offers implications for child-oriented AR product design and digital reading practices in family education.