Exploring the Specification of Educational Compatibility of Virtual Reality within a Technology Acceptance Model

Autor/inn/en	Kemp, Andrew; Palmer, Edward; Strelan, Peter; Thompson, Helen
Titel	Exploring the Specification of Educational Compatibility of Virtual Reality within a Technology Acceptance Model
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 2, S.15-34 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kemp, Andrew) ORCID (Palmer, Edward) ORCID (Strelan, Peter) ORCID (Thompson, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098 (Discontinued)
Schlagwörter	Technology Integration; Educational Technology; Computer Simulation; College Freshmen; Value Judgment; Anxiety; Social Influences; Learner Engagement; College Faculty; School Personnel; Attitudes + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Computergrafik; Computersimulation; Studienanfänger; Werturteil; Angst; Sozialer Einfluss; Fakultät; Schulpersonal; Attitude; Einstellung; Verhalten
Abstract	This study investigated the specification of educational compatibility within a technology acceptance model (TAM) suited to engaging educational technologies. Attitudes towards virtual reality (VR) for learning was used to test the experimental model. One hundred and seventy-nine valid survey responses were collected from 517 potential participants with the majority from first-year university students. The independent variables were educational compatibility, cognitive engagement, social influence, system attributes, perceived anxiety and facilitating conditions. Exploratory factor analysis showed that educational compatibility and attitude were collinear, and therefore were combined into one construct. Confirmatory factor analysis indicated that the combined educational compatibility-attitude construct and perceived usefulness were not discriminant. Two structural models were therefore compared: one where educational compatibility-attitude items were incorporated within perceived usefulness, and another where educational compatibility-attitude items were excluded entirely. The results showed that incorporating educational compatibility-attitude items within perceived usefulness affected the influence of cognitive engagement and system attributes on perceived usefulness, though overall model power was unchanged. The results suggested that (a) educational compatibility and attitude could be redundant, and (b) incorporating educational compatibility into perceived usefulness may help specify educationally focused TAMs. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01