An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches

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’s knowledge and a real-life experience. Recently, virtual reality technologies have been developed for a wide rang...

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Autores principales:	Hsiu-Mei Huang, Shu-Sheng Liaw
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	virtual reality (VR) constructivism technology acceptance model (TAM) perceived self-efficacy learning motivation perceived interaction Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/723dfa462e6a4636a820ad9f2613cf6f
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spelling	oai:doaj.org-article:723dfa462e6a4636a820ad9f2613cf6f2021-12-02T19:25:21ZAn Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches10.19173/irrodl.v19i1.25031492-3831https://doaj.org/article/723dfa462e6a4636a820ad9f2613cf6f2018-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2503https://doaj.org/toc/1492-3831Within 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’s 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. Hsiu-Mei HuangShu-Sheng LiawAthabasca University Pressarticlevirtual reality (VR)constructivismtechnology acceptance model (TAM)perceived self-efficacylearning motivationperceived interactionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 1 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	virtual reality (VR) constructivism technology acceptance model (TAM) perceived self-efficacy learning motivation perceived interaction Special aspects of education LC8-6691
spellingShingle	virtual reality (VR) constructivism technology acceptance model (TAM) perceived self-efficacy learning motivation perceived interaction Special aspects of education LC8-6691 Hsiu-Mei Huang Shu-Sheng Liaw An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches
description	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’s 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.
format	article
author	Hsiu-Mei Huang Shu-Sheng Liaw
author_facet	Hsiu-Mei Huang Shu-Sheng Liaw
author_sort	Hsiu-Mei Huang
title	An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches
title_short	An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches
title_full	An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches
title_fullStr	An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches
title_full_unstemmed	An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches
title_sort	analysis of learners’ intentions toward virtual reality learning based on constructivist and technology acceptance approaches
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/723dfa462e6a4636a820ad9f2613cf6f
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An Analysis of Learners’ Intentions Toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches

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