An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches
Hsiu-Mei Huang, Department of Information Management National Taichung University of Science and Technology ; Shu-Sheng Liaw, General Education Center China Medical University
IRRODL Volume 19, Number 1, ISSN 1492-3831 Publisher: Athabasca University Press
Within a constructivist paradigm, the virtual reality technology focuses on the learner's actively interactive learning processes and attempts to reduce the gap between the learner\u2019s knowledge and a real-life experience. Recently, virtual reality technologies have been developed for a wide range of applications in education, but further research is needed to establish appropriate and effective learning techniques and practices to motivate meaningful learning. Results showed that perceived self-efficacy and perceived interaction are two crucial factors affecting perceived ease of use, perceived usefulness and learning motivation. Furthermore, learning motivation is also a predictor to affect perceived usefulness. After that, perceived ease of use, perceived usefulness, and learning motivation are three important factors affecting learner intention to use the virtual reality learning environment.
Huang, H.M. & Liaw, S.S. (2018). An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches. The International Review of Research in Open and Distributed Learning, 19(1),. Athabasca University Press.
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