Acceptance of Virtual Worlds as Learning Space

Autor/inn/en	Tokel, Saniye Tugba; Isler, Veysi
Titel	Acceptance of Virtual Worlds as Learning Space
Quelle	In: Innovations in Education and Teaching International, 52 (2015) 3, S.254-264 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2013.820139
Schlagwörter	Educational Technology; Simulated Environment; Teaching Methods; Correlation; Intention; Educational Environment; Questionnaires; Computer Simulation; Technology Uses in Education; Interaction; Student Attitudes; Preservice Teachers; Foreign Countries; Student Characteristics; Statistical Analysis; Multiple Regression Analysis; Turkey + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Künstliche Umwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fragebogen; Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktion; Schülerverhalten; Ausland; Statistische Analyse; Türkei
Abstract	This study investigated relationships among perceived usefulness (PU), ease of use and perceived enjoyment, plus their relationships with the behavioural intention (BI) of individuals to use virtual worlds as a learning space. Participant responses to a questionnaire were analysed, and results indicated that while PU seemed to affect BIs most, perceived enjoyment (PE) and ease of use also played a role. Moreover, PE and ease of use also affected PU. Namely, if students found a virtual world enjoyable and easy to use, they perceived it as useful for learning and performance. In addition, the effect of PE on perceived ease of use showed that if students found a virtual world enjoyable, they underestimated difficulties using it. Findings highlighted important issues for the acceptance and adoption of virtual worlds as learning spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01