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

Authors

  • Hsiu-Mei Huang Department of Information Management National Taichung University of Science and Technology
  • Shu-Sheng Liaw General Education Center China Medical University

DOI:

https://doi.org/10.19173/irrodl.v19i1.2503

Keywords:

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

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.

Author Biographies

Hsiu-Mei Huang, Department of Information Management National Taichung University of Science and Technology

Hsiu-Mei Huang is a Professor at the National Taichung University of Science and Technology in Taiwan. She obtained her Ed.D. in Instructional Technology of Education at Seattle Pacific University, Seattle, U.S.A. She received her M.S. degree in Applied Mathematics from National Chung Hsing Unversity, and B.S. degree in Computer Science from Soochow University in Taiwan. Dr. Huang’s research interests are in e-learning, electronic commerce, and Virtual Reality learning. Her works has appeared in such Journals as Computers & Education, British Journal of Educational Technology, Computers in Human Behaviors, Interactive Learning Environment, Educational Technology, International Journal of Instructional Media, Information Systems Management, and Pattern Recognition.

 

Shu-Sheng Liaw, General Education Center China Medical University

Shu-Sheng Liaw, Ed.D.,  is a professor at China Medical University, Taichung, Taiwan. His current research interests more focuses on information technology for learning (including e-learning, m-learning, computer support collaborative learning, and Virtual Reality for learning), learning theories into educational technology, learners’ attitudes toward educational technology, and educational APP development. He is in the editorial board of Educational Research International, International Journal of Learning Technology, International Journal of Society System Science, The Scientific World Journal, International Journal of Education and Information Technologies, International Scholarly Research Network, and General Educational Journal etc.. His research papers have been published in British Journal of Educational Technology, Canadian Journal of Learning and Technology, Computers & Education, Computers in Human Behavior, Educational Technology, Information Systems Management, Interactive Learning Environments, International Journal of Instructional Media, Journal of Computer Assisted Learning, Lecture Notes in Computer Science, Lecture Notes in Electrical Engineering, Perceptual and Motor Skills, Psychological Reports, WIT Transaction on Information and Communication Technologies, book chapters, and various international conferences.

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Published

2018-02-23

How to Cite

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). https://doi.org/10.19173/irrodl.v19i1.2503

Issue

Vol. 19 No. 1 (2018)

Section

Research Articles

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