Acceptance of Virtual Worlds as Learning Space
IETI Volume 52, Number 3, ISSN 1470-3297
This study investigated relationships among perceived usefulness (PU), ease of use and perceived enjoyment, plus their relationships with the behavioural intention (BI) of individuals to use virtual worlds as a learning space. Participant responses to a questionnaire were analysed, and results indicated that while PU seemed to affect BIs most, perceived enjoyment (PE) and ease of use also played a role. Moreover, PE and ease of use also affected PU. Namely, if students found a virtual world enjoyable and easy to use, they perceived it as useful for learning and performance. In addition, the effect of PE on perceived ease of use showed that if students found a virtual world enjoyable, they underestimated difficulties using it. Findings highlighted important issues for the acceptance and adoption of virtual worlds as learning spaces.
Tokel, S.T. & Isler, V. (2015). Acceptance of Virtual Worlds as Learning Space. Innovations in Education and Teaching International, 52(3), 254-264.
- Computer Simulation
- EDUCATIONAL ENVIRONMENT
- educational technology
- Foreign Countries
- Multiple Regression Analysis
- preservice teachers
- Simulated Environment
- Statistical Analysis
- student attitudes
- Student Characteristics
- teaching methods
- Technology Uses in Education
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Investigating the process of learning with desktop virtual reality: A structural equation modeling approach
Guido Makransky & Gustav Bøg Petersen
Computers & Education Vol. 134, No. 1 (June 2019) pp. 15–30
David Dominguese, University of Illinois College of Medicine-Peoria, United States; Shu-chien Pan, University of Illinois College of Medicine - Peoria, United States; Jolene Harris & Matthew Bramlet, University of Illinois College of Medicine-Peoria, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1109–1112
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