An Analysis of Learners' Intentions toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches

Autor/inn/en	Huang, Hsiu-Mei; Liaw, Shu-Sheng
Titel	An Analysis of Learners' Intentions toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches
Quelle	In: International Review of Research in Open and Distributed Learning, 19 (2018) 1, S.91-115 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Computer Simulation; Information Systems; Technology Uses in Education; Intention; Constructivism (Learning); Foreign Countries; Undergraduate Students; Student Surveys; Student Attitudes; Questionnaires; Learning Motivation; Self Efficacy; Electronic Learning; Simulated Environment; Factor Analysis; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Schülerbefragung; Schülerverhalten; Fragebogen; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Künstliche Umwelt; Faktorenanalyse; Statistische Analyse
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. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01