An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches

• Published in: International review of research in open and distance learning Vol. 19; no. 1; pp. 91 - 115
• Main Authors: Huang, Hsiu-Mei, Liaw, Shu-Sheng
• Format: Journal Article
• Language: English
• Published: Athabasca Athabasca University Press (AU Press) 01.02.2018; International Review of Research in Open and Distance Learning; Athabasca University; Athabasca University Press
• Subjects: 3-D graphics; Attitudes; Computer Simulation; constructivism; Constructivism (Learning); Design; Distance learning; Education; Educational Environment; Educational technology; Electronic Learning; Factor Analysis; Foreign Countries; Hypotheses; Information Systems; Information technology; Intention; Interactive learning; Knowledge; Learning Motivation; Learning Processes; Motivation; Online instruction; perceived interaction; perceived self-efficacy; Perceptions; Questionnaires; Researchers; School environment; Self Efficacy; Simulated Environment; Statistical Analysis; Student Attitudes; Student Surveys; Studies; Teachers; Teaching; Teaching Methods; Technology Acceptance Model; technology acceptance model (TAM); Technology Uses in Education; Undergraduate Students; Virtual Classrooms; Virtual communities; Virtual reality; virtual reality (VR); Taiwan
• ISSN: 1492-3831; 1492-3831
• DOI: 10.19173/irrodl.v19i1.2503

Within a constructivist paradigm, the virtual reality technology focuses on the learner's actively interactive learning processes and attempts to reduce the gap between the learner’s knowledge and a real-life experience. Recently, virtual reality technologies have been developed for a wide range of applications in education, but further research is needed to establish appropriate and effective learning techniques and practices to motivate meaningful learning. Results showed that perceived self-efficacy and perceived interaction are two crucial factors affecting perceived ease of use, perceived usefulness and learning motivation. Furthermore, learning motivation is also a predictor to affect perceived usefulness. After that, perceived ease of use, perceived usefulness, and learning motivation are three important factors affecting learner intention to use the virtual reality learning environment.