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This study explores the determinants of Augmented Reality (AR) and Virtual Reality (VR) adoption in Malaysian tertiary tourism education, particularly in the post-COVID-19 context. By extending the Technology Acceptance Model (TAM) with personality traits, it examines how openness to experience (OE) and emotional stability (ES) influence students’ acceptance of immersive technologies. A survey of 355 tourism students was analyzed using SmartPLS 4. Results reveal that OE significantly predicts perceived usefulness (PU), perceived ease of use (PEOU), and attitude (ATT), underscoring both cognitive and affective pathways. In contrast, ES does not significantly affect usability perceptions or act as a mediator, although it contributes indirectly to ATT. Moreover, PU, PEOU, and ATT significantly predict behavioral intention (BI), with ATT emerging as the strongest predictor. These results contribute to the theoretical integration of personality within TAM and provide practical guidance for designing intuitive, emotionally engaging AR/VR environments to improve adoption in Malaysian higher education.
Abbas et al. (Mon,) studied this question.