Abstract
BackgroundVirtual reality (VR) technologies have been developed to assist education and training. Although recent research suggested that the application of VR led to effective learning and training outcomes, investigations concerning the acceptance of these VR systems are needed to better urge learners and trainees to be active adopters.ObjectiveThis study aimed to create a theoretical model to examine how determining factors from relevant theories of technology acceptance can be used to explain the acceptance of a novel VR-assisted mental rotation (MR) training system created by our research team to better understand how to encourage learners to use VR technology to enhance their spatial ability.MethodsStereo and interactive MR tasks based on Shepard and Metzler’s pencil and paper test for MR ability were created. The participants completed a set of MR tasks using 3D glasses and stereoscopic display and a 6-degree-of-freedom joystick controller. Following task completion, psychometric constructs from theories and previous studies (ie, perceived ease of use, perceived enjoyment, attitude, satisfaction, and behavioral intention to use the system) were used to measure relevant factors influencing behavior intentions.ResultsThe statistical technique of partial least squares structural equation modeling was applied to analyze the data. The model explained 47.7% of the novel, VR-assisted MR training system’s adoption intention, which suggests that the model has moderate explanatory power. Direct and indirect effects were also interpreted.ConclusionsThe findings of this study have both theoretical and practical importance not only for MR training but also for other VR-assisted education. The results can extend current theories from the context of information systems to educational and training technology, specifically for the use of VR-assisted systems and devices. The empirical evidence has practical implications for educators, technology developers, and policy makers regarding MR training.
Highlights
Research on the acceptance of new information systems and technologies provides empirical evidence guiding decision-making processes in regard to system developments, educational implications, and other practices
The convergent validity was met based on 3 criteria: (1) The indicators for individual constructs surpassed the threshold value of 0.7, (2) the composite reliability values were greater than 0.6, and (3) each construct had a coefficient of average variance extracted (AVE) no less than 0.6 ([28,29]; see Table 2 for more details on the convergent validity)
This study created a theoretical model to examine how determining factors from relevant theories of technology acceptance can be used to explain the acceptance of a novel Virtual reality (VR)-assisted mental rotation (MR) training system created by our research team
Summary
Background Research on the acceptance of new information systems and technologies provides empirical evidence guiding decision-making processes in regard to system developments, educational implications, and other practices. Virtual simulation tools such as the VIVE (HTC Corporation) have been developed and have become more prevalent These tools create a user experience that better engages cognitive, visual, and motional perceptions. In a stereoscopic and interactive virtual environment, the results of pretest-posttest comparison suggested that the VR training improved learners’ MR ability [2] These results led to this study’s interest in gauging the factors that would encourage learners to use the VR system to enhance their spatial ability, as the MR ability influences an individual’s learning activities relying on spatial cognitions including those in the field of medical science. Recent research suggested that the application of VR led to effective learning and training outcomes, investigations concerning the acceptance of these VR systems are needed to better urge learners and trainees to be active adopters
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