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This study analyses the acceptance of immersive virtual reality (iVR) videos among e-learning students (N=198) enrolled in a Primary Education Degree English course at the University of Las Palmas de Gran Canaria. iVR, with its ability to create realistic and interactive virtual environments, has emerged as a transformative tool in enhancing learning experiences. Its application extends to higher education, proving invaluable for pre-service teacher training through an authentic simulation of classroom dynamics. Acknowledging the pivotal role of student acceptance and comfort with this technology, this research aims to understand the factors influencing its efficacy. To measure acceptance, students actively engaged in a competency activity, immersing themselves in the analysis of a 360-degree-recorded classroom practice within a Primary Education setting. Subsequently, a structured questionnaire, based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), was administered. This questionnaire assessed the factors influencing the acceptance of this educational technology across eight dimensions and their behavioral intentions to use it. Results from this investigation underscore that the factors Hedonic Motivation, Performance Expectancy and Effort Expectancy received the highest ratings among participants. Conversely, lower ratings were observed for Habit and Price Value. Confirmatory factor analysis demonstrated that the UTAUT2 model effectively captured preservice teachers’ perceptions of iVR across all dimensions (Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Hedonic Motivation, Price Value, Habit and Behavioural Intention).


UTAUT2 Model Immersive Virtual Reality e-Learning Pre-Service Teacher Training

Article Details

How to Cite
Rodríguez-Gil, M. E. (2024). Factors Influencing 360-Degree Video Adoption in e-Learning: a UTAUT2 Case Study with Pre-service Primary Education Teachers in Spain. Journal of E-Learning and Knowledge Society, 20(1), 27-36.


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