Pre-service teachers' acceptance and intention to use virtual reality applications in their teaching practice. A case study

Abstract

Virtual science labs are simulation software that allow students at any level of education and training to practice laboratory experiments at any time and in any place, giving the educational process a new dynamic. This study investigates the acceptance of immersive virtual reality applications by 4-year students attended an undergraduate university level program in Educational Sciences (Pre-service teachers), as well as their intention to use immersive virtual reality software in their educational practice. The pre-service teachers participated in a short duration course during which they worked with Onlabs, a free and open VR educational software, preparing an aqueous solution, handling the appropriate equipment in the immersive virtual environment. A pre-questionnaire and a post-questionnaire, based on Technology Acceptance Model (TAM) extensions related with virtual reality used as research tools. The findings of the study showed that the students’ experience with the iVR application enhanced their Perceived Usefulness, Perceived Ease of Use, Perceived Enjoyment but not their values for Conditions of Facilitation. Their Intention to Use is marginally higher after the course.