VR as a choice: what drives learners’ technology acceptance?
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, and universities need to understand what psychological factors drive students’ accep...
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Published in | International Journal of Educational Technology in Higher Education Vol. 19; no. 1; pp. 1 - 21 |
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Main Authors | , , |
Format | Journal Article |
Language | English |
Published |
Cham
Springer International Publishing
31.01.2022
BioMed Central, Ltd Springer Nature B.V SpringerOpen |
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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, 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 weight analyses compared the importance of the three predictors and revealed that performance expectancy tended to be the most influential antecedent of VR acceptance. |
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AbstractList | 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, 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 weight analyses compared the importance of the three predictors and revealed that performance expectancy tended to be the most influential antecedent of VR acceptance. 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, 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 weight analyses compared the importance of the three predictors and revealed that performance expectancy tended to be the most influential antecedent of VR acceptance. 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, 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 weight analyses compared the importance of the three predictors and revealed that performance expectancy tended to be the most influential antecedent of VR acceptance. |
ArticleNumber | 6 |
Author | Saville, Jason D. Noble, Sean M. Foster, Lori L. |
Author_xml | – sequence: 1 givenname: Sean M. orcidid: 0000-0003-0967-2324 surname: Noble fullname: Noble, Sean M. email: smnoble2@ncsu.edu organization: Department of Psychology, North Carolina State University – sequence: 2 givenname: Jason D. surname: Saville fullname: Saville, Jason D. email: jdsavill@ncsu.edu organization: Department of Psychology, North Carolina State University – sequence: 3 givenname: Lori L. surname: Foster fullname: Foster, Lori L. email: llfoster@ncsu.edu organization: Department of Psychology, North Carolina State University |
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Snippet | Post-secondary institutions are investing in and utilizing virtual reality (VR) for many educational purposes, including as a discretionary learning tool.... Abstract Post-secondary institutions are investing in and utilizing virtual reality (VR) for many educational purposes, including as a discretionary learning... |
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SubjectTerms | Adoption (Ideas) College Students Computer Appl. in Social and Behavioral Sciences Computer Attitudes Computer Science Computer Simulation Computers and Education Educational Objectives Educational psychology Educational Technology Expectation Higher Education Humanities Information Systems Applications (incl.Internet) Intention Law Learning Post-secondary education Predictor Variables Preferences Psychological factors Psychological Patterns Relative weight analysis Research Article Social Influences Statistics for Social Sciences Student attitudes Technology acceptance Technology Acceptance Model Technology Uses in Education Technology utilization Universities University students UTAUT Video Technology Virtual reality Vocational Schools |
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Title | VR as a choice: what drives learners’ technology acceptance? |
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