Xie Tao, Zheng Ling, Liu Geping, Liu Leping
Faculty of Education, Southwest University, Chongqing, 400715 China.
Faculty of Yibin Radio and TV University, Sichuan, China.
Virtual Real. 2022;26(4):1725-1744. doi: 10.1007/s10055-022-00656-0. Epub 2022 Jun 14.
The use of virtual reality (VR) training systems for education has grown in popularity in recent years. Scholars have reported that self-efficacy and interactivity are important predictors of learning outcomes in virtual learning environments, but little empirical research has been conducted to explain how computer self-efficacy (as a subcategory of self-efficacy) and perceived immersion (as a correlate of interactivity) are connected to the intention to use VR training systems. The present study aims to determine which factors significantly influence behavioral intention when students are exposed to VR training systems via an updated technology acceptance frame by incorporating the constructs of computer self-efficacy and perceived immersion simultaneously. We developed a VR training system regarding circuit connection and a reliable and validated instrument including 9 subscales. The sample data were collected from 124 junior middle school students and 210 senior high school students in two schools located in western China. The samples were further processed into a structural equation model with path analysis and cohort analysis. The results showed that the intention to use VR training systems was indirectly influenced by computer self-efficacy but directly influenced by perceived immersion ( = 0.451). However, perceived immersion seemed to be influenced mostly by learner interaction ( = 0.332). Among external variables, learner interaction ( = 0.149) had the largest total effect on use intention, followed by facilitating conditions ( = 0.138), computer self-efficacy ( = 0.104), experimental fidelity ( = 0.083), and subjective norms ( = 0.077). The moderating roles of gender differences, grade level, and previous experience in structural relations were also identified. The findings of the present study highlight the ways in which factors and associations are considered in the practical development of VR training systems.
近年来，用于教育的虚拟现实（VR）训练系统越来越受欢迎。学者们报告说，自我效能感和交互性是虚拟学习环境中学习成果的重要预测指标，但很少有实证研究来解释计算机自我效能感（作为自我效能感的一个子类别）和感知沉浸感（作为交互性的一个相关因素）是如何与使用VR训练系统的意图相关联的。本研究旨在通过同时纳入计算机自我效能感和感知沉浸感的结构，以更新后的技术接受框架来确定当学生接触VR训练系统时，哪些因素会显著影响行为意图。我们开发了一个关于电路连接的VR训练系统以及一个包含9个子量表的可靠且经过验证的工具。样本数据来自中国西部两所学校的124名初中生和210名高中生。这些样本进一步被处理成一个带有路径分析和群组分析的结构方程模型。结果表明，使用VR训练系统的意图受到计算机自我效能感的间接影响，但受到感知沉浸感的直接影响（β = 0.451）。然而，感知沉浸感似乎主要受到学习者交互的影响（β = 0.332）。在外部变量中，学习者交互（β = 0.149）对使用意图的总效应最大，其次是促进条件（β = 0.138）、计算机自我效能感（β = 0.104）、实验逼真度（β = 0.083）和主观规范（β = 0.077）。还确定了性别差异、年级水平和先前经验在结构关系中的调节作用。本研究的结果突出了在VR训练系统的实际开发中考虑因素和关联的方式。
