The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

Abstract

Virtual reality (VR) is developing in line with the establishment of the learning metaverse, although the relationship between its acceptance and technological pedagogical content knowledge (TPACK) is very unclear. Therefore, this study aims to determine the effects of facility condition (FC), technological acceptance model (TAM), and TPACK on pre-service teachers’ use of VR in Indonesian science education courses. This condition emphasizes the description of these teachers’ readiness in designing VR for learning and teaching integration. The survey was conducted using 406 preservice teachers from 12 Indonesian universities, with confirmatory factor analysis (CFA) and partial least square-structural equation model (PLS-SEM) subsequently utilized. The results showed that PU (perceived usefulness), PEOU (perceived ease of use), behavior Intention (BI), TPACK, and FC were significantly and positively related. However, two hypotheses emphasizing the relationship between FC and TPACK to PEOU were rejected. These results are expected to facilitate preservice teachers in easily adopting VR learning in courses.

Awareness Levels of Social Studies Pre-Service Teachers Regarding Metaverse Use

“…Other studies that support the results of the work, primarily in terms of using the metaverse in all areas of life including education, by offering solutions to possible problems and promoting the use of the metaverse in technology-oriented educational environments for sustainable and quality education, based on applications like the metaverse etc., primarily benefitting from the metaverse and more specifically the use of technology and the internet, university, class, age, and gender (Parsons et al, 2019;Ning et al, 2021;Fitria et al, 2022;Hwang & Chien, 2022;Kerneža & Kordigel Aberšek, 2022;Kuloğlu et al, 2022;Lin et al, 2022;Yoleri & Anadolu, 2022;Zhang et al, 2022;Buchner & Kerres, 2023;Chua & Yu, 2023;Deng & Matthes, 2023;Gürkan & Bayer, 2023;Thohir et al, 2023), appear to be in harmony with the study results.…”

Factors influencing the development of pre-service science teachers’ technological pedagogical content knowledge in a pedagogical makerspace

“…Hence, TSE, TAM as well as IMDM could be fostered. At least for IMDM, we could prove that it significantly increased while working in a makerspace (Max et al, 2023), while the relationship with TSE and TAM has been suggested by other studies (e.g., Joo et al, 2018;Thohir et al, 2023;Wangdi et al, 2023).…”

“…Although there have been numerous studies dealing with the relationships of the various constructs with each other and with TPACK among pre-service teachers and in-service teachers, there is still disagreement about which factors significantly influence TPACK development. In many studies, TPACK serves as the prerequisite for other factors, like TSE or TAM (e. g., Joo et al, 2018;Thohir et al, 2023;Wangdi et al, 2023). The results of this study take another perspective and sharpen the view on the structure of effects influencing the development of TPACK.…”

“…That means, that only if acceptance toward digital media is sufficiently high enough to use them, the (preservice) teachers are ready to improve their TPACK. Conversely, the existing knowledge influences TAM's perceived ease of use and perceived usefulness (Mayer and Girwidz, 2019;Thohir et al, 2023). Similarly, TSE is thought to have a significant impact on TAM (Holden and Rada, 2011;Yamamoto, 2021).…”

Pedagogical Competence Analysis Based on the TPACK Model: Focus on VR-Based Survival Swimming Instructors

“…The literature on the TPACK framework in the context of VR-based education underscores the importance of a holistic approach to integrating technology into teaching practices [1,5,10]. This entails a balanced amalgamation of CK, PK, and TK, tailored to the affordances of VR technology.…”