Behavioral Intention of Using Virtual Reality in Learning

Shen, Chien Wen; Ho, Jung-tsung; Kuo, Ting-Chang; Luong, Thai Ha

doi:10.1145/3041021.3054152

Cited by 33 publications

(31 citation statements)

References 43 publications

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“…This construct has been widely used as an antecedent of user acceptance in various technology acceptance theories (Almaiah et al, 2016). Extant studies such as mobile learning (Briz-Ponce, Pereira, Carvalho, Juanes-Mendez, & Garcia-Penalvo, 2017), virtual reality in learning (Shen, Ho, Kuo, & Luong, 2017), elearning (Chang, Hajiyev, & Su, 2017), and social networking sites (Chuang, Lin, Chang, & Kaewmeesri, 2017) integrated BI to evaluate adoption and implementation of technology. Thus, BI is regarded as the prime determinant in this current research.…”

Section: Behavioural Intentionmentioning

confidence: 99%

Habit and hedonic motivation are the strongest influences in mobile learning behaviours among higher education students in Malaysia

Moorthy

Yee

T’ing

et al. 2019

AJET

114

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Mobile learning has become a common experience in higher education and in the professional workforce. However, the readiness of accounting students to engage in such learning appears to be weaker than in other disciplines. Therefore, this study set out to identify the factors affecting accounting students’ behavioural intention (BI) to accept mobile learning. The participants of this study were 358 accounting students of public universities in Malaysia. The study was anchored in the unified theory of acceptance and use of technology 2 (UTAUT2) (Venkatesh, Thong & Xu, 2012), which has been employed by researchers in various research areas such as mobile payments, e-learning, mobile banking, and online shopping. The study revealed that habits have the most influence on accounting students’ intention to adopt mobile learning through an investigation of technology acceptance in the domain of mobile learning. From the perspective of universities, the study posits that consistent usage of mobile learning could be encouraged through processes to nurture students’ habits when using mobile learning system as a tool to complete tasks. Findings provide a reference for the future UTAUT2 and mobile learning related studies.

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Section: Behavioural Intentionmentioning

confidence: 99%

Habit and hedonic motivation are the strongest influences in mobile learning behaviours among higher education students in Malaysia

Moorthy

Yee

T’ing

et al. 2019

AJET

114

View full text Add to dashboard Cite

show abstract

“…In the recent EDUCAUSE Horizon Report, immersive virtual reality ( IVR ) has been in high regard as one of the important technological innovations for learning and teaching in this triennium (Alexander et al , 2019). IVR can instantly teleport students from a traditional classroom to any hard‐to‐reach or faraway locations in a virtual world (Jang, Vitale, Jyung, & Black, 2017; Prensky, 2016; Shen, Ho, Kuo, & Luong, 2017). Nevertheless, developing 3‐dimensional animation‐based IVR is quite costly, technically demanding and time‐consuming (Jong et al , 2019; Liu, Dede, Huang, & Richards, 2017), thus impeding its prevalent adoption in education, especially in school education (Geng, Chai, Jong, & Luk, 2019).…”

Section: Introductionmentioning

confidence: 99%

Integrating interactive learner‐immersed video‐based virtual reality into learning and teaching of physical geography

Jong

Tsai

Xie

et al. 2020

Brit J Educational Tech

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“…Bhagat, Liou, and Chang (2016) considered learning satisfaction as students' good perception or positive attitudes generated by favoring the course in the participation in learning activity. Shen, Ho, Kuo, and Luong (2017) explained learning satisfaction as the perception or attitudes generated in involving in favorable learning processes to induce individual motivated learning, persistent learning, and positive learning attitudes to eventually satisfy individual needs and expectation. Shafer, Carbonara, and Popova (2014) regarded the interaction between internal subjective perception and external learning as learning satisfaction.…”

Section: Learning Satisfactionmentioning

confidence: 99%

“…Referring to Shen et al (2017), learning satisfaction contains teachers' teaching and curriculum & environment in this study.…”

Section: Learning Satisfactionmentioning

confidence: 99%

“…H2: Computer multimedia teaching shows positive correlations with learning outcome. Shen et al (2017) regarded various behaviors, attitudes, and perception of learning activity to present the preference of the learning activity as learning satisfaction; and, students with higher learning satisfaction would present better learning outcome, which therefore was a primary goal of distinct learning. Lan et al (2016) discussed the relationship between learning satisfaction and learning outcome and revealed the remarkably positive effect of learning satisfaction on learning outcome.…”

Section: Relationship Between Computer Multimedia Teaching and Learnimentioning

confidence: 99%

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Effects of the Application of Computer Multimedia Teaching to Automobile Vocational Education on Students’ Learning Satisfaction and Learning Outcome

Chen

Luo

Xü

et al. 2018

EURASIA J MATH SCI T

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Along with the change in computer technology, the application of multimedia assisted teaching to education and research plays a critical role with the popularity of computer technology and the diverse development. Multimedia assisted teaching materials could assist teachers in teaching as well as enhance students' autonomous learning that computer multimedia teaching has become an alternative teaching tool beyond traditional learning. With quasi-experimental study, 216 students in the automobile applied technology opened by a vocational college in Shanghai, are proceeded 16week (3 hours per week for total 48 hours) experimental teaching. The research results show positive relations between 1.virtual reality technology and learning satisfaction, 2.virtual reality technology and learning outcome, and 3.learning satisfaction and learning outcome. According to the results, suggestions are proposed, expecting to provide automobile vocational education students with the situation close to real life acquiring required skills, knowledge, or behavior through learning processes to cultivate the automobile service talents with comprehensive technology.

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Behavioral Intention of Using Virtual Reality in Learning

Cited by 33 publications

References 43 publications

Habit and hedonic motivation are the strongest influences in mobile learning behaviours among higher education students in Malaysia

Habit and hedonic motivation are the strongest influences in mobile learning behaviours among higher education students in Malaysia

Integrating interactive learner‐immersed video‐based virtual reality into learning and teaching of physical geography

Effects of the Application of Computer Multimedia Teaching to Automobile Vocational Education on Students’ Learning Satisfaction and Learning Outcome

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