Students’ intention to use high-immersion virtual reality systems for learning paragraph structure: a PLS-SEM exploratory study

Abstract

This short paper reports the findings of a study exploring English for Academic Purposes (EAP) students’ behavioral intention to use a high-immersion Virtual Reality (VR) system for learning paragraph structure. The study measured relationships between variables that may lead to learners’ intention to use the high-immersion VR Reality system through leveraging a hypothesized theoretical framework based upon a widely used technology acceptance model. Quantitative data were collected from 134 Sino-British English as a medium of instruction by university undergraduate students enrolled in EAP classes by means of a post-participation questionnaire. A Partial Least Squares - Structural Equation Modeling (PLS-SEM) exploratory analysis was executed. Results suggested that students’ intention to use the high-immersion VR learning environment was primarily determined by its usefulness for learning and not how easy it was to use. Furthermore, the degree to which the learners felt confident in their ability to operate the system had a large impact on how easy they perceived it was to use. And finally, the antecedent conditions of learners had little impact on the students’ perceived usefulness of the VR system.

The exploration of continuous learning intention in STEAM education through attitude, motivation, and cognitive load

“…Additionally, the relationship between the perceived usefulness of technology and intention to use was investigated by studying highly immersive virtual reality systems. However, the research results showed that the perceived usefulness of the system has a weak influence on the intention to use the system (Quaid et al, 2020). Perceived usefulness and attitude are critical for MOOCs' continuance intention; however, it was found that perceived ease of use does not influence attitude (Wu & Chen, 2017).…”