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

Abstract

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.

Keywords

• virtual reality (VR)
• constructivism
• technology acceptance model (TAM)
• perceived self-efficacy
• learning motivation
• perceived interaction