Accepting virtual reality for dynamic learning: an extension of the technology acceptance model

Fussell, Stephanie G.; Truong, Dothang

doi:10.1080/10494820.2021.2009880

Cited by 28 publications

(21 citation statements)

References 39 publications

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“…Virtual reality (VR) is rapidly developing as a future interactive medium with various advantages in the educational field (Fussell & Truong, 2021;Tsivitanidou et al, 2021). Aligning with the organizational change of Facebook to Meta regarding its investment in Metaverse (Kraus et al, 2022), VR is reportedly becoming more popular in integrating classroom learning.…”

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 result shows that the bolded diagonal should be greater than the value of the latent variable owned by other constructs shown in Table 4 . Several studies suggest that the discriminant validity test needs to be strengthened by looking at the HTMT value [ 74 , 75 ], which is considered to have a better benchmark. The HTMT value in Table 5 shows that all constructs are less than 0.90, which shows that the model meets the requirements of good discriminant validity.…”

Section: Resultsmentioning

confidence: 99%

A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being

Wijaya

Rahmadi

Chotimah

et al. 2022

IJERPH

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Psychology is one of the numerous factors that influences students’ mathematics achievement, but studies on the influence of psychology on student mathematics achievement are still limited. This study analyzes key factors affecting mathematics achievement through teacher-parent support, stress, and students’ well-being in learning mathematics. Data was collected via online questionnaires. Participants of the study are 531 students studying at five secondary schools in Bandung, Indonesia. The data were analyzed using the structural equations modeling approach using SMART-PLS 3.0 software. The results showed that interest in learning was the most significant factor affecting students’ mathematics achievement. Moreover, teachers have a more substantial effect than parents’ support, which does not significantly reduce the students’ stress levels. The academic and emotional support of teachers and parents reduces students’ stress levels while increasing their feelings and interest in learning mathematics. This study provides essential results for school teachers and parents to improve students’ mathematics achievement at the secondary school level.

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“…For example, Al-Dokhny et al ( 2021) study purposed to understand factors influencing the intentions to use distance education platforms in Saudi Arabia and found that TAM is suitable to predict intentions to use this education platform. Similar studies were conducted by Fussell and Truong (2021) in the U.S, and Zhou et al (2022) in China using the TAM as the theoretical framework.…”

Section: Theoretical Background and Research Hypothesis 1technology A...mentioning

confidence: 86%

The extended technology acceptance model for Web 2.0 technologies in teaching

Şimşek

Ateş

2022

IJTEI

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Web 2.0-based learning enables collaborative learning and knowledge sharing and makes an important contribution to student learning. This study extended the original Technology Acceptance Model (TAM) by considering the effects of tool literacy, metacognitive self-regulation, subjective norm, facilitating conditions, and institutional support to understand pre-service teachers' intentions to use Web 2.0 technology in their courses. The sample data of 318 responses were from pre-service teachers. Structural equation modeling results showed a good fit for the extended model, indicating that metacognitive self-regulation and subjective norm had a significant influence on perceived ease of use and perceived usefulness, while institutional support and enabling conditions were not significantly associated with them. In addition, perceived ease of use and perceived usefulness influenced attitude, which in turn had a significant effect on intention. Furthermore, perceived ease of use, perceived usefulness, and attitude acted as significant mediators of behavioral intention. The indirect effect of perceived ease of use on perceived usefulness and attitude, and the indirect effect of perceived usefulness on attitude were also significant. Overall, the current study helps researchers and practitioners better understand future teachers' intentions to use Web 2.0 technologies in their courses.

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Accepting virtual reality for dynamic learning: an extension of the technology acceptance model

Cited by 28 publications

References 39 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

A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being

The extended technology acceptance model for Web 2.0 technologies in teaching

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