Behavioural intentions of using virtual reality in learning: perspectives of acceptance of information technology and learning style

Abstract

The use of virtual reality (VR) has become a viable alternative to conventional learning methods in various knowledge domains. Wearable head-mounted displays (HMDs) are devices that provide users with an immersive VR experience. To investigate the direct determinants affecting students’ reasons for HMD use in learning, hypotheses relating to information technology acceptance and Kolb’s learning styles were proposed and tested in this study. Participants were recruited through stratified random sampling according to the population ratio of colleges at a university in Taiwan. Students were shown a video on VR applications in learning, after which an online survey was completed. In total, 387 questionnaires were collected of which 376 were valid. An inference analysis of the samples was performed by structural equation modelling with eight exogenous latent variables, namely the four constructs of the unified theory of acceptance and use of technology (UTAUT) and the four modes of Kolb’s learning styles. All eight variables pointed to one endogenous latent variable: behavioural intention. The results showed all four constructs of the UTAUT to have a positive and significant effect on students’ behavioural intention to use HMDs in learning and only the concrete experience mode of Kolb’s learning styles to have a positive and significant effect. Based on these findings, this study provides suggestions on how to encourage HMDs use in learning to VR developers and educational institutions.