Examining Pre-Service Teachers' Intention to Use Immersive Virtual Reality in the Classroom. Evidence From a UTAUT-2 Approach
DOI:
https://doi.org/10.56198/Keywords:
Immersive Virtual Reality, Pre-Service Teachers, PLS-SEM, Self-Efficacy, UTAUT-2Abstract
Immersive Virtual Reality (imVR) represents a technological advancement with significant implications for education. Using the UTAUT-2 framework, extended to include self-efficacy, the study examined the factors influencing pre-service teachers' behavioral intention to adopt imVR in their future teaching. 136 senior students participated after attending a relevant course, which provided both the theoretical foundations of the educational uses of imVR and hands-on experiences. Hedonic motivation, performance expectancy, facilitating conditions, and habit were identified as the primary predictors of adoption intentions, with hedonic motivation emerging as the strongest determinant. The suboptimal performance level of habit highlighted the need for interventions that can increase the impact of this factor. The study contributes to the theoretical understanding of imVR adoption while offering practical recommendations for advancing its widespread integration into educational systems.
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The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.
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