This study aims to develop and test a conceptual model comprising six hypotheses focusing on the impact of Augmented Reality (AR) on students’ academic self-efficacy. The research addresses the need to explore how AR technology can improve students’ academic self-efficacy by examining the relationships between AR technology features, task value, usage intention, and personal cognitive approach. A total of 340 students participated in this research, completing online questionnaires as part of a controlled experiment. The Structural Equation Modeling-Partial Least Square was used to assess, test, and analyze the conceptual model. The results of this study indicate that the personal cognitive approach, tech features, and task value implemented by students all positively affect their academic self-efficacy in learning. The personal cognitive approach directly contributes to influencing task values and technological features. Task value and tech features contribute to improving usage intention in students while learning with AR. The personal cognitive approach and the usage intention of use contribute directly and significantly to enhancing students’ academic self-efficacy. Overall, implementing a personal cognitive approach, tech features, task value, and usage intention positively boosted students’ academic self-efficacy in learning with AR. © 2026, International Journal of Information and Education Technology. All rights reserved.
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