資料結構是一個重要的教育議題，因為它能幫助我們寫出有效率的程式。然而許多學生在課程中難以理解資料結構的概念，因為課程的教材通常用抽象的方式來呈現資料結構的概念。擴增實境已被許多學者證實能提升學生的理解程度，因此它已被許多學者應用於教育。然而擴增實境的教材尚未普及於學校，因為部分的學生對它有不好的觀感。因此調查學生於擴增實境教材的轉換意圖是重要的，因為我們能透過調查的結果來促進其在學校的普及。因此，本研究調查學生轉換意圖的影響因素於擴增實境教材中。在實驗中，有100名學生被要求使用擴增實境教材，接著他們要填寫問卷，最後本研究基於最小平方法將問卷中的資料進行分析。實驗結果顯示(1) 連續性成本(焦慮、失去慣性)會負向顯著影響轉換意圖。(2) 學習成本(轉換前搜尋、轉換後認知)會正向顯著影響轉換意圖，但其中的設置成本沒有影響。(3) 沉沒成本(金錢及時間)不會影響轉換意圖。本研究根據這些結果歸納出一點啟示，連續性成本對於學生轉換到擴增實境教材特別重要。因為大部分實驗中的學生沒使用過擴增實境，所以他們在轉換時可能會失去習慣的感覺。另外，少部分實驗中的學生會怕無法完成擴增實境教材的學習任務，因此對它產生焦慮的感覺。

Data structure is an important educational issue because it could help us to write efficient programs. However, many students have difficulty understanding the concept of data structure in their courses because the course materials usually present the concept of data structure in an abstract way. Augmented reality has been proven by many scholars that it can improve students' understanding, so it has been used by many scholars in education. However, augmented reality materials are not yet widely available in schools because some students have a negative perception of it. Therefore, it is important to investigate students' switching intentions of augmented reality materials because we could use the results of the investigation to promote its popularity in schools. Therefore, this study investigated the influences of students' switching intentions in augmented reality materials. In the experiment, 100 students were asked to use the augmented reality materials, and then they were asked to fill out a questionnaire, and finally the data from the questionnaire was analyzed based on the least square method. The experimental results showed that (1) continuity costs (anxiety, loss of inertia) negatively and significantly affected the switching intention. (2) Learning costs (pre-switching search, post-switching cognition) positively and significantly affect switching intentions but setting costs do not affect them. (3) The sunk costs (money and time) do not affect the switching intention. Based on these results, this study concludes that continuity costs are particularly important for students switching to augmented reality materials. Because most of the students in the experiment have not used augmented reality before, they may lose the feeling of being used to it when switching. In addition, a small number of students in the experiments were anxious about the augmented reality materials because they were afraid that they would not be able to complete the learning tasks.

1. Abdinejad, M., Talaie, B., Qorbani, H. S., & Dalili, S. (2021), “Student perceptions using augmented reality and 3d visualization technologies in chemistry education,” Journal of Science Education and Technology, 30(1), 87-96. https://doi.org/10.1007/s10956-020-09880-2
2. Adi Badiozaman, I. F., Segar, A. R., & Hii, J. (2021), “A pilot evaluation of technology–enabled active learning through a Hybrid Augmented and Virtual Reality app,” Innovations in Education and Teaching International, 1-11. https://doi.org/10.1080/14703297.2021.1899034
3. Agrahari, V., & Chimalakonda, S. (2020), “AST [AR]–Towards Using Augmented Reality and Abstract Syntax Tre es for Teaching Data Structures To Novice Programmers,” In 2020 IEEE 20th International Conference on Advanced Learning Technologies (pp. 311-315). Tartu, Estonia: IEEE Publications. https://doi.org/10.1109/ICALT49669.2020.00100
4. Al-Aboody, N., Hussien, Z. M., & Al-Amery, M. (2021), “Opportunities and Challenges of Using Augmented Reality in Iraqi Schools,” Journal of Hunan University Natural Sciences, 48(10). Retrieved from: http://jonuns.com/index.php/journal/article/view/809
5. Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Alzahrani, A. I., & Sarsam, S. M. (2020), “Challenges and prospects of virtual reality and augmented reality utilization among primary school teachers: A developing country perspective,” Studies in Educational Evaluation, 66, 100876. https://doi.org/10.1016/j.stueduc.2020.100876
6. Alghizzawi, M., Habes, M., Salloum, S. A., Ghani, M. A., Mhamdi, C., & Shaalan, K. (2019), “The effect of social media usage on students’e-learning acceptance in higher education: A case study from the United Arab Emirates,” International Journal of Information Technology and Language Studies, 3(3), 13-26. Retrieved from: https://www.researchgate.net/publication/338225144_The_effect_of_social_media_usage_on_students%27_e-_learning_acceptance_in_higher_education_A_case_study_from_the_United_Arab_Emirates
7. Azuma, R. T. (1997), “A survey of augmented reality. Presence: teleoperators & virtual environments,” 6(4), 355-385. https://doi.org/10.1162/pres.1997.6.4.355
8. Baloch, S., Qadeer, S., & Memon, K. (2018), “Augmented reality, a tool to enhance conceptual understanding for engineering students,” International Journal of Electrical Engineering & Emerging Technology, 1(1). Retrieved from: http://www.ijeeet.com/index.php/ijeeet/article/view/8
9. Baqutayan, S. M. S. (2012), “The effect of anxiety on breast cancer patients,” Indian journal of psychological medicine, 34(2), 119-123. https://doi.org/10.4103/0253-7176.101774
10. Bentler, P. M., & Yuan, K. H. (1999), “Structural equation modeling with small samples: Test statistics,” Multivariate behavioral research, 34(2), 181-197. https://doi.org/ 10.1207/S15327906Mb340203
11. Bervell, B., & Umar, I. N. (2020), “Blended learning or face-to-face? Does Tutor anxiety prevent the adoption of Learning Management Systems for distance education in Ghana?,” Open Learning: The Journal of Open, Distance and e-Learning, 35(2), 159-177. https://doi.org/10.1080/02680513.2018.1548964
12. Bhangale, K. B., & Bhavsar, S. (2020), “NOVEL TEACHING METHODS FOR DATA STRUCTURES & ALGORITHMS,” Compliance Engineering Journal, 11(2), 204-206. Retrieved from: https://www.researchgate.net/publication/340930017_NOVEL_TEACHING_METHODS_FOR_DATA_STRUCTURES_ALGORITHMS
13. Bikanga Ada, M. (2020), “Teaching Algorithms and Data Structures: A Tale of Two Approaches,” Working Paper, Edge Hill University. https://doi.org/10.25416/NTR.13302383.V1
14. Bowen, R. S., Flaherty, A. A., & Cooper, M. M. (2022), “Investigating student perceptions of transformational intent and classroom culture in organic chemistry courses,” Chemistry Education Research and Practice. https://doi.org/10.1039/D2RP00010E
15. Budiman, E. (2018), “Mobile learning: Visualizing contents media of data structures course in mobile networks,” Retrieved from: https://repository.unmul.ac.id/handle/123456789/4871
16. Burnham, T. A., Frels, J. K., & Mahajan, V. (2003), “Consumer switching costs: A typology, antecedents, and consequences,” Journal of the Academy of marketing Science, 31(2), 109-126. https://doi.org/10.1177/0092070302250897
17. Cao, J., Liu, F., Shang, M., & Zhou, X. (2021), “Toward street vending in post COVID-19 China: Social networking services information overload and switching intention,” Technology in Society, 66, 101669. https://doi.org/10.1016/j.techsoc.2021.101669
18. Chao, W. H., & Chang, R. C. (2018), “Using augmented reality to enhance and engage students in learning mathematics,” Advances in Social Sciences Research Journal, 5(12), 455-464. https://doi.org/10.14738/assrj.512.5900
19. Chen, S., Yao, N., & Qian, M. (2018), “The influence of uncertainty and intolerance of uncertainty on anxiety,” Journal of Behavior Therapy and Experimental Psychiatry, 61, 60-65. https://doi.org/10.1016/j.jbtep.2018.06.005
20. Cheng, S., Lee, S. J., & Choi, B. (2019), “An empirical investigation of users’ voluntary switching intention for mobile personal cloud storage services based on the push-pull-mooring framework,” Computers in Human Behavior, 92, 198-215. https://doi.org/10.1016/j.chb.2018.10.035
21. da Silva, M. M. O., Roberto, R. A., Radu, I., Cavalcante, P. S., & Teichrieb, V. (2019), “Why Don't We See More of Augmented Reality in Schools?,” In 2019 IEEE International Symposium on Mixed and Augmented Reality Adjunct (pp. 138-143). Beijing, China: IEEE Publications. https://doi.org/10.1109/ISMAR-Adjunct.2019.00-61
22. de Moraes, P. H. S., & Teixeira, L. M. (2020), “Willow: A Tool for Interactive Programming Visualization to Help in the Data Structures and Algorithms Teaching-Learning Process,” In Anais Estendidos do XXXIII Brazilian Symposium on Software Engineering (pp. 553-558). New York, United States: ACM Publications. https://doi.org/10.1145/3350768.3351303
23. Deng, X., Wang, D., Jin, Q., & Sun, F. (2019), “ARCat: A tangible programming tool for DFS algorithm teaching,” In Proceedings of the 18th ACM International Conference on Interaction Design and Children (pp. 533-537). New York, United States: ACM Publications. https://doi.org/10.1145/3311927.3325308
24. Emich, K. J., & Pyone, J. S. (2018), “Let it go: Positive affect attenuates sunk cost bias by enhancing cognitive flexibility,” Journal of Consumer Psychology, 28(4), 578-596. https://doi.org/10.1002/jcpy.1030
25. Erdenebat, M. U., Lim, Y. T., Kwon, K. C., Darkhanbaatar, N., & Kim, N. (2018), “Waveguide-type head-mounted display system for AR application,” State of the art virtual reality and augmented reality knowhow, 41. http://dx.doi.org/10.5772/intechopen.75172
26. Faridi, H., Tuli, N., Mantri, A., Singh, G., & Gargrish, S. (2021), “A framework utilizing augmented reality to improve critical thinking ability and learning gain of the students in Physics,” Computer Applications in Engineering Education, 29(1), 258-273. https://doi.org/10.1002/cae.22342
27. Fei, L., & Bo, X. (2014), “Do I switch? Understanding users' intention to switch between social network sites,” In 2014 47th Hawaii International Conference on System Sciences (pp. 551-560). Waikoloa, United States: Wiely. Retrieved from: https://ieeexplore.ieee.org/abstract/document/6758672/citations#citations
28. Fornell, C., & Larcker, D. F. (1981), “Evaluating structural equation models with unobservable variables and measurement error,” Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
29. Gabriel, P. (2020), “1965 - Ivan Sutherland, Father of AR,” Retrieved from https://atomicdigital.design/blog/1965-ivan-sutherland-father-of-ar
30. Garzón, J. (2021), “An Overview of Twenty-Five Years of Augmented Reality in Education,” Multimodal Technologies and Interaction, 5(7), 37. https://doi.org/10.3390/mti5070037
31. Gefen, D., Rigdon, E. E., & Straub, D. (2011), “Editor's comments: an update and extension to SEM guidelines for administrative and social science research,” Mis Quarterly, 35(2), 3-15. https://doi.org/10.2307/23044042
32. Hadi, S. H., Permanasari, A. E., Hartanto, R., Sakkinah, I. S., Sholihin, M., Sari, R. C., & Haniffa, R. (2022), “Developing augmented reality-based learning media and users’ intention to use it for teaching accounting ethics,” Education and Information Technologies, 27(1), 643-670. https://doi.org/10.1007/s10639-021-10531-1
33. Heng, L. I., Yahong, L. E. N. G., & Juan, P. E. N. G. (2021), “Research on Teaching, Management and Learning Difficulties and Solutions in “Data Structure and Algorithm” of Applied Undergraduate,” In 2021 International Conference on Advanced Education and Information Management, Pennsylvania, United States: DEStech Publications. https://doi.org/10.12783/dtssehs/aeim2021/35961
34. Hsieh, P. J. (2021), “Understanding medical consumers’ intentions to switch from cash payment to medical mobile payment: A perspective of technology migration,” Technological Forecasting and Social Change, 173, 121074. https://doi.org/10.1016/j.techfore.2021.121074
35. Ismail, A., Festiana, I., Hartini, T. I., Yusal, Y., & Malik, A. (2019), “Enhancing students’ conceptual understanding of electricity using learning media-based augmented reality,” In Journal of Physics: Conference Series (Vol. 1157, No. 3, p. 032049). https://doi.org/10.1088/1742-6596/1157/3/032049
36. Jackson, B. (1985), “Build Customer Relationships That Last,” Harvard Business Review, 12, 120-128. https://hbr.org/1985/11/build-customer-relationships-that-last
37. Janssen, S. M., Naka, M., & Friedman, W. J. (2013), “Why does life appear to speed up as people get older?,” Time & Society, 22(2), 274-290. https://doi.org/10.1177/0961463X13478052
38. Jin, Q., Wang, D., Deng, X., Zheng, N., & Chiu, S. (2018), “AR-Maze: a tangible programming tool for children based on AR technology,” In Proceedings of the 17th ACM Conference on Interaction Design and Children (pp. 611-616). Ner York, United States: ACM. https://doi.org/10.1145/3202185.3210784
39. Jones, M. A., Mothersbaugh, D. L., & Beatty, S. E. (2002), “Why customers stay: measuring the underlying dimensions of services switching costs and managing their differential strategic outcomes,” Journal of business research, 55(6), 441-450. https://doi.org/10.1016/S0148-2963(00)00168-5
40. Khan, T., Johnston, K., & Ophoff, J. (2019), “The impact of an augmented reality application on learning motivation of students,” Advances in Human-Computer Interaction, 2019. https://doi.org/10.1155/2019/7208494
41. Kim, L., & Jindabot, T. (2021), “Key determinants on switching Intention in Cambodian banking market,” ABAC Journal, 41(2), 204-222. Retrieved from: http://www.assumptionjournal.au.edu/index.php/abacjournal/article/view/4361
42. Kim, S., Choi, M. J., & Choi, J. S. (2019), “Empirical study on the factors affecting individuals’ switching intention to augmented/virtual reality content services based on push-pull-mooring theory,” Information, 11(1), 25. https://doi.org/10.3390/info11010025
43. Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano R, J. (2018), “From cognitive load theory to collaborative cognitive load theory,” International Journal of Computer-Supported Collaborative Learning, 13(2), 213-233. https://doi.org/10.1007/s11412-018-9277-y
44. Klemperer, P. (1987), “Markets with consumer switching costs,” The quarterly journal of economics, 102(2), 375-394. https://doi.org/10.2307/1885068
45. Köse, H., & Güner-Yildiz, N. (2021), “Augmented reality (AR) as a learning material in special needs education,” Education and Information Technologies, 26(2), 1921-1936. https://doi.org/10.1007/s10639-020-10326-w
46. Langdon, W. B. (1998), “Genetic programming and data structures: genetic programming+ data structures= automatic programming!,” https://doi.org/10.1007/978-1-4615-5731-9
47. Lee, J., Lee, J., & Feick, L. (2001), “The impact of switching costs on the customer satisfaction‐loyalty link: mobile phone service in France,” Journal of services marketing. https://doi.org/10.1108/08876040110381463
48. Lin, H. M., Lee, M. H., Liang, J. C., Chang, H. Y., Huang, P., & Tsai, C. C. (2020), “A review of using partial least square structural equation modeling in e‐learning research,” British Journal of Educational Technology, 51(4), 1354-1372. https://doi.org/ 10.1111/bjet.12890
49. LIU, X. J. (2017), “Exploration on the Key Issues of Teaching Reform of the Data Structure Course,” DEStech Transactions on Social Science, Education and Human Science, (aeme). https://doi.org/10.12783/dtssehs/aeme2017/18512
50. Matthew, M. (2022), “SDLC (Software Development Life Cycle): What is, Phases & Models,” Retrieved from: https://www.guru99.com/software-development-life-cycle-tutorial.html
51. McDonnell, M. (2019), “Data Types and Data Structures,” Retrieved from: https://www.integralist.co.uk/posts/data-types-and-data-structures/#data-structures
52. Mirzaa, F., & Alic, N. A. W. S. Y. (2020), “Impact of service quality and perceived value on the post-purchase intention with the moderating effect of switching cost: An evidence from Pakistan telecom industry,” Pakistan Journal of Multidisciplinary Research (PJMR) Vol, 1(1). Retrieved from: https://www.researchgate.net/publication/348409503_Impact_of_service_quality_and_perceived_value_on_the_post-purchase_intention_with_the_moderating_effect_of_switching_cost_An_evidence_from_Pakistan_telecom_industry
53. NAGEL, L., & ZENG, L. (2019), “Hyperion: Building the largest in-memory search tree,” In Proceedings of the 2019 International Conference on Management of Data (pp. 1207-1222). New York, United States: AMC Publications. Retrieved from: https://hdl.handle.net/2134/37448
54. Narman, H. S., Berry, C., Canfield, A., Carpenter, L., Giese, J., Loftus, N., & Schrader, I. (2020), “Augmented Reality for Teaching Data Structures in Computer Science,” In 2020 IEEE Global Humanitarian Technology Conference, 1-7. https://doi.org/10.1109/GHTC46280.2020.9342932
55. Navarro, A. D., & Fantino, E. (2009), “The sunk‐time effect: An exploration,” Journal of behavioral decision making, 22(3), 252-270. https://doi.org/10.1002/bdm.624
56. Ng, D. T., Ng, E. H., & Chu, S. K. (2022), “Engaging students in creative music making with musical instrument application in an online flipped classroom,” Education and information Technologies, 27(1), 45-64. https://doi.org/10.1007/s10639-021-10568-2
57. Nguyen, T. H. N., Yeh, Q. J., & Huang, C. Y. (2021), “Understanding consumer’switching intention toward traceable agricultural products: Push‐pull‐mooring perspective,” International Journal of Consumer Studies. https://doi.org/10.1111/ijcs.12733
58. Odisho, O., Aziz, M., & Giacaman, N. (2016), “Teaching and learning data structure concepts via Visual Kinesthetic Pseudocode with the aid of a constructively aligned app,” Computer Applications in Engineering Education, 24(6), 926-933. https://doi.org/10.1002/cae.21768
59. Papakostas, C., Troussas, C., Krouska, A., & Sgouropoulou, C. (2022), “User acceptance of augmented reality welding simulator in engineering training,” Education and Information Technologies, 27(1), 791-817. https://doi.org/10.1007/s10639-020-10418-7
60. Porter, L., Zingaro, D., Lee, C., Taylor, C., Webb, K. C., & Clancy, M. (2018), “Developing course-level learning goals for basic data structures in CS2,” In Proceedings of the 49th ACM technical symposium on Computer Science Education (pp. 858-863). New York, United States, ACM Publications. https://doi.org/10.1145/3159450.3159457
61. Porter, M.E. (1997), “COMPETITIVE STRATEGY, ” Measuring Business Excellence, 1(2), 12-17. https://doi.org/10.1108/eb025476
62. Purwaningrum, A. Y., & Yusuf, F. N. (2019), “Students' Voices Towards the Integration of MALL to Promote Autonomous Language Learning,” In Proceedings of the 2019 7th International Conference on Information and Education Technology (pp. 320-325). Aizu-Wakamatsu, Japan: ACM Publications. https://doi.org/10.1145/3323771.3323823
63. Purwaningrum, A. Y., & Yusuf, F. N. (2019), “Students' Voices Towards the Integration of MALL to Promote Autonomous Language Learning,” In Proceedings of the 2019 7th International Conference on Information and Education Technology (pp. 320-325). Aizu-Wakamatsu, Japan: ACM Publications. https://doi.org/10.1145/3323771.3323823
64. Putri, V. Q., Shihab, M. R., & Hidayanto, A. N. (2019), “Does inertia effect e-learning system acceptance among university lecturers? Insights from Sriwijaya University,” In 2019 International Conference on Advanced Computer Science and information Systems (ICACSIS) (pp. 307-312). Bali, Indonesia: IEEE Publications. https://doi.org/10.1109/ICACSIS47736.2019.8979769
65. Richter, N. F., Cepeda-Carrion, G., Roldán Salgueiro, J. L., & Ringle, C. M. (2016), “European management research using partial least squares structural equation modeling (PLS-SEM),” European Management Journal, 34(6), 589-597. https://doi.org/10.1016/j.emj.2016.08.001
66. Russo, D., & Stol, K. J. (2021), “PLS-SEM for Software Engineering Research: An Introduction and Survey,” ACM Computing Surveys, 54(4), 1-38. https://doi.org/10.1145/3447580
67. Saleem, M., Kamarudin, S., Shoaib, H. M., & Nasar, A. (2021), “Retail consumers’ behavioral intention to use augmented reality mobile apps in Pakistan,” Journal of Internet Commerce, 1-29. https://doi.org/10.1080/15332861.2021.1975427
68. Soman, D. (2001), “The mental accounting of sunk time costs: Why time is not like money,” Journal of behavioral decision making, 14(3), 169-185. https://doi.org/10.1002/bdm.370
69. Su, S., Zhang, E., Denny, P., & Giacaman, N. (2021), “A Game-Based Approach for Teaching Algorithms and Data Structures using Visualizations,” In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 1128-1134). https://doi.org/10.1145/3408877.3432520
70. Syakur, A. (2020), “Improving the Eighth Grade Students’ Listening Comprehension Achievement by using Dictation Techniques,” Konfrontasi: Jurnal Kultural, Ekonomi dan Perubahan Sosial, 7(3), 205-216. https://doi.org/10.33258/konfrontasi2.v7i3.116
71. Taber, K. S. (2018), “The use of Cronbach’s alpha when developing and reporting research instruments in science education.” Research in science education, 48(6), 1273-1296. https://doi.org/10.1007/s12528-021-09277-z
72. Tambs, K., & Moum, T. (1993), “How well can a few questionnaire items indicate anxiety and depression?,” Acta psychiatrica scandinavica, 87(5), 364-367. https://doi.org/10.1111/j.1600-0447.1993.tb03388.x
73. Venigalla, A. S. M., Lakkundi, C. S., & Chimalakonda, S. (2020), “PointerViz-Towards Visualizing Pointers for Novice Programmers,” In Proceedings of the 53rd Hawaii International Conference on System Sciences (pp. 118-126). Retrieved from: https://aisel.aisnet.org/hicss-53/cl/teaching_and_learning_technologies/14/
74. Wang, D. C., Jeng, Y. L., Chiang, C. M., & Huang, Y. M. (2021), “Exploring the cohesion of classroom community from the perspectives of social presence and social capital,” Journal of Computing in Higher Education, 1-21. https://doi.org/10.1007/s12528-021-09277-z
75. Wittmann, M., & Lehnhoff, S. (2005), “Age effects in perception of time,” Psychological reports, 97(3), 921-935. https://doi.org/10.2466/pr0.97.3.921-935
76. Wu, D., Guo, P., Zhang, C., Hou, C., Wang, Q., & Yang, Z. (2021), “Research and Practice of Data Structure Curriculum Reform Based on Outcome-Based Education and Chaoxing Platform,” International Journal of Information and Education Technology, 11(8). https://doi.org/10.18178/ijiet.2021.11.8.1537
77. Xia, W. A. N. G. (2020), “Exploration and Consideration on Teaching Reform of Data Structure Course for the Engineering Education Professional Certification,” DEStech Transactions on Social Science, Education and Human Science, (icesd). https://doi.org/10.12783/dtssehs/icesd2020/34444
78. Yang, X. (2021), “Integrated Teaching Content Design of Programming Courses Based On Ability of Algorithm Thinking and Program Application,” In 2021 4th International Conference on Information Systems and Computer Aided Education (pp. 759-761). Dalian, China: ACM Publications. https://doi.org/10.1145/3482632.3483011
79. Yidan, X. (2018), “The Application and Study of PBL Teaching Mode in Data Structure Course,” https://doi.org/10.2991/essaeme-18.2018.21
80. Yip, J., Wong, S. H., Yick, K. L., Chan, K., & Wong, K. H. (2019), “Improving quality of teaching and learning in classes by using augmented reality video,” Computers & Education, 128, 88-101. https://doi.org/10.1016/j.compedu.2018.09.014