VR as a choice: what drives learners’ technology acceptance?

VR as a choice: what drives learners’ technology acceptance?

Blog Article

Abstract Post-secondary institutions are investing in and utilizing virtual reality (VR) for many educational purposes, including as a discretionary learning tool.Institutions such as vocational schools, community colleges, 7 Piece Modular Sectional and universities need to understand what psychological factors drive students’ acceptance of VR for learning in discretionary contexts.The Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh et al.

in MIS Quarterly 27:425–478, 2003) offers a theoretical framework for understanding students’ receptivity to VR for learning.Undergraduate university students (N = 300) read a description of VR and video training mediums, then indicated which they would choose to learn a novel task.Three psychological variables—performance expectancy, effort expectancy, and social influence—tended to be related to acceptance of VR, which was measured in two ways: (a) rated intentions to use VR and (b) preference for VR over a video-based alternative.

Relative Surcingles weight analyses compared the importance of the three predictors and revealed that performance expectancy tended to be the most influential antecedent of VR acceptance.