小学生沉浸式虚拟现实使用的扩展技术接受模型

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2023-04-05 DOI:10.1080/1475939X.2023.2196281
Rafael Villena-Taranilla, Ramón Cózar-Gutiérrez, José Antonio González‐Calero, P. Diago
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引用次数: 1

摘要

虚拟现实(VR)是一项新兴技术,越来越多的研究评估了其在教育环境中的益处。然而,缺乏旨在评估初等教育对这一技术接受程度的实证研究。作者提出了技术接受模型的扩展版本,以检查学生使用沉浸式VR的意图。为此,111名四年级学生使用沉浸式VR完成了一个历史教学单元。采用结构方程建模来评估六个变量之间的因果关系:先验知识、感知注意力、感知效用、感知易用性、感知享受和对使用沉浸式VR的态度。结果表明,学生的先验知识在解释他们使用沉浸式虚拟现实的意图方面并不显著。然而,感知注意通过感知效用对这一变量有显著影响。这些结果对于设计和使用VR工具用于教育目的具有重要意义。
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An extended technology acceptance model on immersive virtual reality use with primary school students
ABSTRACT Virtual Reality (VR) is an emerging technology with an increasing number of studies assessing its benefits in educational settings. However, there is a shortage of empirical studies aimed at evaluating the acceptance of this technology in primary education. The authors propose an extended version of the Technological Acceptance Model to examine students’ intention to use immersive VR. To this end, 111 fourth-graders completed a history teaching unit using immersive VR. Structural equation modelling was employed to assess causal relationships between six variables: prior knowledge, perceived attention, perceived utility, perceived ease of use, perceived enjoyment and attitude towards the use of immersive VR. The results indicate that students’ prior knowledge was not significant in explaining their intention to use immersive VR. However, perceived attention had a significant effect on this variable mediated through perceived utility. These results have important implications regarding the design and use of VR tools for educational purposes.
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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