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Abstract
Virtual reality applications in education have emerged as rapidly developing technologies that have the potential to change education. However, the adoption of these applications has been relatively slow comparing to other applications. This study investigated the factors that affect students' intention to adopt virtual reality applications in education. Utilising the innovation of diffusion theory, the study investigated the factors that affect VR applications' adoption. These factors include social influence, image, and self-efficacy. The moderating influence of gender and age was also investigated. Results show that relative advantage, observability, compatibility, and complexity have a significant positive impact on VR apps adoption, complexity has a negative impact, and trialability has no significant impact. The results also supported the moderating impact of gender and age. Implications, recommendations, and suggestions for future work are presented and discussed.
Published Version
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