How to bring immersive VR into the classroom: German vocational teachers' perception of immersive VR technology

Pia Spangenberger; Nadine Matthes; Sonja Geiger; Iken Draeger; Markus Kybart; Kristina Schmidt; Linda Kruse; Kapp Felix

doi:10.48513/joted.v11i1.257

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How to bring immersive VR into the classroom: German vocational teachers' perception of immersive VR technology

Journal article

Open access

Peer reviewed

How to bring immersive VR into the classroom: German vocational teachers' perception of immersive VR technology

Pia Spangenberger, Nadine Matthes, Sonja Geiger, Iken Draeger, Markus Kybart, Kristina Schmidt, Linda Kruse and Kapp Felix

Journal of Technical Education, Vol.11(1), pp.91-106

2023

DOI: https://doi.org/10.48513/joted.v11i1.257

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Abstract

Immersive Virtual Reality

Vocational Teachers

Technology Acceptance

Affordances of immersive Virtual Reality (iVR) technology for learning (e.g., presence, immersion, interaction with 3D objects) and challenges of embedding this technology in teaching concepts are widely discussed. However, information on how German vocational teachers in the technical domain perceive iVR technology and if they intend to embed iVR in a classroom setting is still limited. Thus, the aim of the current study is to bring some insight into how these teachers perceive the value of iVR and to what extent their beliefs can be used as predictors for future intention to use. We conducted a study (n = 55) based on the Unified Theory of Acceptance and Use of Technology (UTAUT) containing items regarding performance expectancy, effort expectancy, social influence and facilitating conditions as determining factors as well as prior experience as a moderator for the intention to use. The main result we observed was that only performance expectancy significantly predicted the intention to use iVR in the classroom (β = 0.445, p = .001). In contrast to UTAUT, we also observed that prior experiences with VR headsets did not have an effect as a moderator variable, but it did have a direct effect on three of the determining factors of intention to use. Based on our results, we discuss implications for future embedding of immersive VR technology in classroom learning settings.

Details

Title: How to bring immersive VR into the classroom: German vocational teachers' perception of immersive VR technology
Authors/Creators: Pia Spangenberger - Technische Universität Berlin
Nadine Matthes
Sonja Geiger - Murdoch University, School of Psychology
Iken Draeger
Markus Kybart
Kristina Schmidt
Linda Kruse
Kapp Felix
Publication Details: Journal of Technical Education, Vol.11(1), pp.91-106
Publisher: Universitaet Stuttgart * Institut fuer Erziehungswissenschaft
Identifiers: 991005616970207891
Murdoch Affiliation: School of Psychology
Language: English
Resource Type: Journal article

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