Preliminary Results of a Study Investigating Aviation Student’s Intentions to use Virtual Reality for Flight Training

Fussell, Stephanie G.; Truong, Dothang

doi:10.15394/ijaaa.2020.1504

Cited by 18 publications

(7 citation statements)

References 21 publications

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“…Composite reliability was calculated to determine the extent to which measured variables represented the construct it should measure, with a minimum value of 0.7 (Hair et al 2010). Construct validity was tested using a pilot survey followed by the full study (Fussell and Truong 2020). Factor loadings were reviewed to ensure convergent validity and items with poor factor loadings (less than 0.7) were reviewed for deletion or rewording (Byrne 2010;Hair et al 2010).…”

Section: Discussionmentioning

confidence: 99%

Using virtual reality for dynamic learning: an extended technology acceptance model

2021

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Virtual reality (VR) is being researched and incorporated into curricula and training programs to expand educational opportunities and enhance learning across many fields. Although researchers are exploring the learning affordances associated with VR, research surrounding students' perceptions of the technology, and intentions to use it for training has been neglected. The goal of this research was to determine the factors that influence students' intention to use VR in a dynamic learning environment. An extended Technology Acceptance Model (TAM) was developed that incorporates factors related to education and the use of VR technology in training environments. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) processes were employed. Nine of 14 hypotheses in the original model were supported, and eight of the nine predictor factors of the model were determined to directly or indirectly impact behavioral intention (BI). The original TAM factors had the strongest relationships. Relationships between factors particularly relevant to VR technology and learning were also supported. The results of this study may guide other educators interested in incorporating VR into a dynamic learning environment.

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Section: Discussionmentioning

confidence: 99%

Using virtual reality for dynamic learning: an extended technology acceptance model

2021

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“…Huang and Liaw (2018) proposed that perceived ease of use, perceived usefulness, and learning motivation are three important factors affecting learners' intention to use VR learning environments when perceived self-efficacy and interaction are incorporated in the model. Fussell (2020) utilized an extended TAM to explain flight students' acceptance of VR for flight training as well as their intent to use the technology; in that study, the original TAM constructs had the strongest relationships, and all other constructs directly or indirectly impacted the intention to use VR systems. Fussell SG and Truong D (2021) added that perceived ease of use and perceived usefulness affected attitudes and behavioral intentions with respect to VR training systems, but performance expectancy and regulatory uncertainty did not exhibit such an effect.…”

Section: Vr Training Systems In Educationmentioning

confidence: 99%

Exploring structural relations among computer self-efficacy, perceived immersion, and intention to use virtual reality training systems

et al. 2022

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The use of virtual reality (VR) training systems for education has grown in popularity in recent years. Scholars have reported that self-efficacy and interactivity are important predictors of learning outcomes in virtual learning environments, but little empirical research has been conducted to explain how computer self-efficacy (as a subcategory of self-efficacy) and perceived immersion (as a correlate of interactivity) are connected to the intention to use VR training systems. The present study aims to determine which factors significantly influence behavioral intention when students are exposed to VR training systems via an updated technology acceptance frame by incorporating the constructs of computer self-efficacy and perceived immersion simultaneously. We developed a VR training system regarding circuit connection and a reliable and validated instrument including 9 subscales. The sample data were collected from 124 junior middle school students and 210 senior high school students in two schools located in western China. The samples were further processed into a structural equation model with path analysis and cohort analysis. The results showed that the intention to use VR training systems was indirectly influenced by computer self-efficacy but directly influenced by perceived immersion (β = 0.451). However, perceived immersion seemed to be influenced mostly by learner interaction (β = 0.332). Among external variables, learner interaction (β = 0.149) had the largest total effect on use intention, followed by facilitating conditions (β = 0.138), computer self-efficacy (β = 0.104), experimental fidelity (β = 0.083), and subjective norms (β = 0.077). The moderating roles of gender differences, grade level, and previous experience in structural relations were also identified. The findings of the present study highlight the ways in which factors and associations are considered in the practical development of VR training systems.

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“…In the aviation industry, immersive VR technology has found extensive use for training pilots in simulated flight scenarios, facilitating skill development within a controlled environment. Fussell and Truong (2020) conducted a study investigating the intentions of aviation students to incorporate VR technology into their flight training. Their preliminary findings suggest the promising potential of VR as an effective learning tool in this domain, while also highlighting certain challenges that need to be addressed.…”

Section: Skill Trainingmentioning

confidence: 99%

Immersive innovations: an examination of the efficacy and evolution of virtual reality in human movement training

Deng,

Wang,

Dong

et al. 2023

RIA

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Purpose This systematic review, following preferred reporting items for systematic reviews and meta-analysis guidelines, rigorously investigates the emergent role of virtual reality (VR) technology in human movement training. The purpose of this study is to explore the effectiveness and evolution of VR in enhancing movement training experiences. Design/methodology/approach Acknowledging its pivotal role in diverse applications, such as sports and rehabilitation, human movement training is currently experiencing accelerated evolution, facilitated by the proliferation of wearable devices and mobile applications. This review conducted an exhaustive search across five different electronic databases, such as Web of Science, PubMed and ProQuest, resulting in the selection of 69 eligible articles published within the past five years. It also integrates 40 studies into a narrative summary, categorized based on the level of immersion offered by respective VR systems. Findings Enhanced immersion in VR potentially augments the effectiveness of movement training by engendering more realistic and captivating experiences for users. The immersive and interactive environments provided by VR technology enable tailored training experiences accompanied by precise, objective feedback. This review highlights the benefits of VR in human movement training and its potential to revolutionize the way training is conducted. Originality/value This systematic review contributes significantly to the existing literature by providing a comprehensive examination of the efficacy and evolution of VR in human movement training. By organizing the findings based on the level of immersion offered by VR systems, it provides valuable insights into the importance of immersion in enhancing training outcomes. In addition, this study identifies the need for future research focusing on the impacts of VR on learning and performance, as well as strategies to optimize its effectiveness and improve accessibility.

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Preliminary Results of a Study Investigating Aviation Student’s Intentions to use Virtual Reality for Flight Training

Cited by 18 publications

References 21 publications

Using virtual reality for dynamic learning: an extended technology acceptance model

Using virtual reality for dynamic learning: an extended technology acceptance model

Exploring structural relations among computer self-efficacy, perceived immersion, and intention to use virtual reality training systems

Immersive innovations: an examination of the efficacy and evolution of virtual reality in human movement training

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