Student Acceptance and Attitude Towards Using 3D Virtual Learning Spaces

Abstract

The aim of this paper is to investigate the factors influencing student’s acceptance and attitude towards using 3D virtual learning spaces for education. Extended Technology Acceptance Model has been utilized as its hypothetical premise by incorporating self-efficacy and perceived enjoyment as new external variables. The model is tested through a survey administered to 85 students who took an interest in using the 3D virtual learning spaces. We conducted a regression analysis to examine the potential influence of independent variables on the acceptance and attitude towards using 3D virtual learning spaces. Our result showed that attitude towards using was the significant influence on behavior intention to use. In addition, the reconciliation of self-efficacy and perceived enjoyment are also significant antecedents to perceived ease of use and perceived usefulness. This study confirms that self-efficacy, perceived enjoyment, perceived ease of use, and perceived usefulness are important variables of acceptance and attitude towards using 3D virtual learning spaces.