Technostress and Student’s Intention to use VR for Learning
Jhon Bueno Vesga, Xinhao Xu, Hao He, Gayathri Sadanala, Shangman Li, Fan Yu, University of Missouri, United States
Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Studies show that different forms of VR such as desktop VR, immersive VR (using head-mounted displays), and augmented reality (AR) have been used to improve online learning experiences due to their enhanced interactivity and engaging characteristics. Since it is important to understand the reasons that drive students to accept or reject this technology as a teaching/learning platform, research has frequently focused on finding the factors affecting the student’s behavioral intention to use it. Although most studies have tested different factors found in extended versions of the Technology Acceptance Model (TAM), the influence of technostress on student’s intention to use VR has received little attention in the literature. A group of graduate students participating in a virtual reality online orientation was surveyed about their attitudes and intention to use VR for learning. Although the results found significant correlations between perceived usefulness, perceived ease of use, and the behavioral intention to use VR, technostress showed no influence on the student’s intention to use VR, contrary to the findings of most recent studies. The results of this study may contribute to enhance the understanding of the students’ intention to use VR as an instructional platform.
Bueno Vesga, J., Xu, X., He, H., Sadanala, G., Li, S. & Yu, F. (2020). Technostress and Student’s Intention to use VR for Learning. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1005-1010). Online: Association for the Advancement of Computing in Education (AACE).
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