Development of a Conceptual Model related to Teachers' Intentions to Use Virtual Reality in Science Education

Abstract

The research aims to identify the factors influencing the intentions of science teachers to use virtual reality in educational settings. The study adopts a cross-sectional research design, with a sample consisting of 298 science teachers. The study takes into consideration three theoretical frameworks: i) Technology Acceptance Model, ii) Theory of Planned Behavior, and iii) Self-Determination Theory. A 30-item, 5-point Likert scale questionnaire was administered for data collection. During data analysis, various statistical methods were employed, including i) descriptive analysis, ii) confirmatory factor analysis, and iii) path analysis. The reliability of the research is substantiated by a satisfactory Cronbach Alpha coefficient, and the construct validity is confirmed through the obtained values. Path analysis results reveal that relationship coefficients (β) range from .22 to .37, thereby confirming all 13 hypotheses posited in the study (p<.001). The research aims to provide theoretical and practical insights that may guide science teachers, curriculum developers, and researchers in leveraging virtual reality for diversified instructional approaches in science education.

Keywords

• science teaching
• self-determination theory
• theory of planned behavior
• virtual reality
• technology acceptance model