A literature review on the usage of Technology Acceptance Model for analysing a virtual reality's cycling sport applications with enhanced realism fidelity

Mahalil, Imran; Yusof, Azmi Mohd; Ibrahim, Nazrita

doi:10.1109/icimu49871.2020.9243571

Cited by 12 publications

(17 citation statements)

References 17 publications

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“…This is a consequence of the metaverse as a fully or partially virtual medium, including systems in VR or augmented reality (AR) (Hwang & Chien, 2022). The medium also provides realistic 3D experiences (Xiong et al, 2021), real-time activities (Mahalil et al, 2020), and social communication (Hwang & Chien, 2022). Moreover, VR influences self-efficacy, knowledge (Meyer et al, 2019), motivation,…”

Section: Introductionmentioning

confidence: 99%

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

et al. 2023

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Virtual reality (VR) is developing in line with the establishment of the learning metaverse, although the relationship between its acceptance and technological pedagogical content knowledge (TPACK) is very unclear. Therefore, this study aims to determine the effects of facility condition (FC), technological acceptance model (TAM), and TPACK on pre-service teachers’ use of VR in Indonesian science education courses. This condition emphasizes the description of these teachers’ readiness in designing VR for learning and teaching integration. The survey was conducted using 406 preservice teachers from 12 Indonesian universities, with confirmatory factor analysis (CFA) and partial least square-structural equation model (PLS-SEM) subsequently utilized. The results showed that PU (perceived usefulness), PEOU (perceived ease of use), behavior Intention (BI), TPACK, and FC were significantly and positively related. However, two hypotheses emphasizing the relationship between FC and TPACK to PEOU were rejected. These results are expected to facilitate preservice teachers in easily adopting VR learning in courses.

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Section: Introductionmentioning

confidence: 99%

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

et al. 2023

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“…The technology acceptance model (TAM; Davis et al 1989) may be used to understand how users come to accept and use a given technology, including in educational environments (King and He 2006). The TAM and its various extensions have been utilized to understand user perception of VR in different contexts, yet VR use in dynamic learning environments has received little attention (Huang 2020;Mahalil et al 2020;Manis and Choi 2018;Shen et al 2018). The lack of literature surrounding the use of VR in dynamic learning environments is a concern, as VR can also negatively impact the learning process (Makransky et al 2017;Maraj et al 2015;Polcar and Horejsi 2015).…”

Section: Introductionmentioning

confidence: 99%

Using virtual reality for dynamic learning: an extended technology acceptance model

2021

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Virtual reality (VR) is being researched and incorporated into curricula and training programs to expand educational opportunities and enhance learning across many fields. Although researchers are exploring the learning affordances associated with VR, research surrounding students' perceptions of the technology, and intentions to use it for training has been neglected. The goal of this research was to determine the factors that influence students' intention to use VR in a dynamic learning environment. An extended Technology Acceptance Model (TAM) was developed that incorporates factors related to education and the use of VR technology in training environments. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) processes were employed. Nine of 14 hypotheses in the original model were supported, and eight of the nine predictor factors of the model were determined to directly or indirectly impact behavioral intention (BI). The original TAM factors had the strongest relationships. Relationships between factors particularly relevant to VR technology and learning were also supported. The results of this study may guide other educators interested in incorporating VR into a dynamic learning environment.

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“…Out of the 30 cyclists, 20 were male and the latter10 were female. Column one of Table I shows the six stimulus effectors identified from the interview as discussed in the previous paper [15,16]. In the "current" setup, it is found that altitude and temperature stimulus effectors are not being integrated.…”

Section: Findings Results From Author's Previous Studymentioning

confidence: 97%

“…This paper is a continuation from the authors' previous research as published in "A literature review on the usage of Technology Acceptance Model for analyzing a virtual reality's cycling sport applications with enhanced realism fidelity." [15,16] and "A literature review on the effects of 6-Dimensional virtual reality's sport applications toward higher presence." [16].…”

Section: Findings Results From Author's Previous Studymentioning

confidence: 99%

Users’ Acceptance and Sense of Presence towards VR Application with Stimulus Effectors on a Stationary Bicycle for Physical Training

Mahalil¹,

Yusof²,

Ibrahim³

et al. 2022

IJACSA

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This research's objective is to identify lacking elements in various effectors utilized in current physical training for cyclists. This encompasses both virtual reality-based system and indoor conventional training. Another objective is to identify user's acceptance from the use of vProCycle; which acts as the primary instrument of this study. Virtual Reality (VR) technology is a computer-generated simulation experience where immersive surroundings replicate lifelike environments -and is used for cyclists' physical training. Distinctive combinations of stimulus effectors (such as altitude, wind-effect, visuals, audio etcetera) have been applied to simulate actual world training environment. This is in order to increase the fidelity of presence for the participants involved, with emphasis on the five human senses. However, in this research the focus is only on hearing, sight, and interaction. The methodology of this mixed-mode pilot study is inclusive of 2 cyclists as participants and a 30 minute training session inside the hypoxic chamber room, whereby they have experienced a VR visual route replica of L'Étape du Tour, France. Variables composed of distinctive stimulus effectors are employed during the training, and survey interviews are utilized to gain users' insight. Results from this pilot study on the presence level indicate that the cyclists' have given high scores.This high score means that the cyclists were immersed while using the vProCycle system. In addition, the cyclists' also gave a high score on the level of technology acceptance towards using vProCycle. The main contribution from this study is to understand how various combinations of stimulus effectors can be applied in a VR-based training system.

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A literature review on the usage of Technology Acceptance Model for analysing a virtual reality's cycling sport applications with enhanced realism fidelity

Cited by 12 publications

References 17 publications

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

Using virtual reality for dynamic learning: an extended technology acceptance model

Users’ Acceptance and Sense of Presence towards VR Application with Stimulus Effectors on a Stationary Bicycle for Physical Training

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