It’s About Enjoying the Virtual Experience: The Role of Enjoyment and Engagement in the Adoption of Virtual Reality in Marketing Education

Investigating the Factor that Influences the Implementation of Virtual Reality for Science Learning

“…The results presented in this research reveal that highly perceived usefulness, levels of enjoyment, and the absence of any cybersickness for teachers will generate more intention to use VR. This is consistent with previous research that states perceived usefulness is a key variable in the intention to use innovative devices such as VR (Moreira et al, 2021;Sagnier et al, 2020). Perceived usefulness also provides evidence to support a predictive role in intention to adopt VR applications in education, similar with previous study in university to quickly implement digital pedagogy applications (Moreira et al, 2021).…”

“…In addition, perceived enjoyment also positively correlates with usage attitude (H 3b ), similar to previous research(Manis & Choi, 2019;Moreira et al, 2021).According toDavis (1989), some theories argue that beliefs in uence behavior intention only via their indirect in uence of attitude, while other views stated that belief and attitude act as co-determinants of behavioral intention. However, in the current research, behavioral intention is apparently in uenced by belief (PEU, PE, and PU) only via the indirect in uence of attitude, whereas the usage attitude has no direct impact on intention to use (H 5 is rejected), although other studies indicate a co-determinant mechanism(Manis & Choi, 2019;Moreira et al, 2021). Furthermore, perceived usefulness correlates with the intention to use (H 4a ) and usage attitude (H 4b ) in the current research, similar to other research(Moreira et al, 2021;Sagnier et al, 2020).…”

“…The current study's ndings also reveal that the ease of use of VR has no signi cant effect on teachers' attitudes and intention to use VR, although other studies reveal a signi cant effect (Manis & Choi, 2019;Moreira et al, 2021). Two factors could explain these phenomena.…”

What Motivates Marketing Educators to Attend In-Person and Virtual Academic Conferences in a Time of Pandemic Pedagogy?

“…Most studies comparing virtual or in-person experiences in pandemic pedagogy have focused on the classroom setting (Cao et al, 2021; Rippé et al, 2021; Swanson et al, 2021). Although much attention has been given to instruction-related investigations (Agasisti & Soncin, 2021; Mitchell et al, 2021; Moreira et al, 2022), no pandemic pedagogy research to date has examined instructor-related professional development. Marketing educators must stay abreast of disciplinary advancements, develop new or refine current skills, and foster professional connections for research collaboration.…”

“…Research regarding rapid transitions due to the global pandemic has focused on the student experience, including social isolation (Rippé et al, 2021), anxiety (Peltier et al, 2021), satisfaction (Swanson et al, 2021), and shared responsibility (Cao et al, 2021), to name a few. Research has also investigated the quick adoption or modification of pedagogical techniques to accommodate remote learning (Mitchell et al, 2021), maintain student engagement (Agasisti & Soncin, 2021), and promote digital instruction (Moreira et al, 2022). Other studies examined how faculty have transitioned out of classroom learning experiences for social distancing, such as competitions (Inks et al, 2020) and simulations (Ackerman & Gross, 2021).…”