Keywords
immersive reality
motivation
teacher training
higher education Realidad Virtual
realidad inmersiva
motivación
formación de profesorado
enseñanza superior
How to Cite
Abstract
This quasi-experimental, correlational study (N=391) explores immersive virtual reality's (VR) impact on immersion, motivation, and learning outcomes in academic settings. Two groups of university students participated, with the control group receiving VR usability explanations and the experimental group engaging in VR activities via 360-degree videos on mobile devices. Applying the Unified Theory of Technology Acceptance and Use 2 (UTAUT2) model, we measured prospective teachers’ behavioural intention towards immersive VR. Results revealed the experimental group scored lower than the control on Hedonic Motivation, Social Influence, and Price Value, indicating repeated VR use may diminish perceived enjoyment, social pressure, and value for money of the technology. The intraclass correlation coefficient (ICC) and Levene’s t-test affirmed inconsistencies and significant differences between groups on these factors. Conversely, the experimental group scored higher on Effort Expectancy and Facilitating Conditions, suggesting increased perceived ease of use and resource availability. However, no significant differences emerged in Performance Expectancy and Habit, implying the VR intervention had no impact on perceived usefulness and habitual use of VR. These findings highlight the importance of sustaining positive VR perceptions and optimizing its benefits for enhanced learning experiences.
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