Article Sidebar

Submitted
Mar 2, 2024
Accepted
Apr 21, 2024
Published
Apr 30, 2024
Download
PDF
Statistic
Read Counter : 276 Download : 219

Main Article Content

Abstract

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).

Keywords

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

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

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. https://doi.org/10.20368/1971-8829/1135881

References

  1. Abdekhoda, M., & Dehnad, A. (2023). Effective organizational factors in adopting e-learning in education: extracting determinants and frameworks. Journal of e-Learning and Knowledge Society, 19(4), 1-8. https://doi.org/10.20368/1971-8829/1135669
  2. Alvesson, M., & Kärreman, D. (2007). Constructing mystery: Empirical matters in theory development. The Academy of Management Review, 32(4), 1265-1281. http://www.jstor.org/stable/20159366
  3. Bernard, F., Gallet, C., Fournier, H.D., Laccoureye, L., Roche, P.H., & Troude, L. (2019). Toward the development of 3-dimensional virtual reality video tutorials in the French neurosurgical residency program. Example of the combined petrosal approach in the French College of Neurosurgery. Neurochirurgie, 65(4), 152-157. https://doi.org/10.1016/j.neuchi.2019.04.004
  4. Boel, C., Rotsaert, T., Valcke, M., Rosseel, Y., Struyf, D., & Schellens, T. (2023). Are teachers ready to immerse? Acceptance of mobile immersive virtual reality in secondary education teachers. Research in Learning Technology, 31, 2855. http://dx.doi.org/10.25304/rlt.v31.2855
  5. Bower, M., DeWitt, D., & Lai, J.W. (2020). Reasons associated with preservice teachers’ intention to use immersive virtual reality in education. British Journal of Educational Technology, 51(6), 2215-2233. https://doi.org/10.1111/bjet.13009
  6. Brown, M., McCormack, M., Reeves, J., Brook, D.C., Grajek, S., Alexander, B., Bali, B., Bulger, S., Dark, S., Engelbert, N., Gannon, K., Gauthier, A., Gibson, D., Gibson, G., Lundin, B., Veletsianos, G., & Weber, N. (2020). 2020 EDUCAUSE horizon report teaching and learning edition (pp. 2-58). Educause. https://www.educause.edu/horizon-report-2020
  7. Chang, C.Y., Sung, H.Y., Guo, J.L., Chang, B.Y., & Kuo, F.R. (2019). Effects of spherical video-based virtual reality on nursing students’ learning performance in childbirth education training. Interactive Learning Environments, 1-17. https://doi.org/10.1080/10494820.2019.1661854
  8. Chávez Herting, D., Cladellas Pros, R., & Castelló Tarrida, A. (2020). Patterns of PowerPoint use in higher education: a comparison between the natural, medical, and social sciences. Innovative Higher Education, 45, 65-80. https://doi.org/10.1007/s10755-019-09488-4
  9. El-Masri, M., & Tarhini, A. (2017). Factors affecting the adoption of e-learning systems in Qatar and USA: Extending the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Educational Technology Research and Development, 65, 743-763. https://doi.org/10.1007/s11423-016-9508-8
  10. European Commission. (2021). eXtended Reality Learning – Engage and Interact (IA). https://ec.europa.eu/info/funding-tenders/opportunities/portal/screen/opportunities/topic-details/horizon-cl4-2022-human-01-19
  11. Guerra-Santana, M. F., Artiles-Rodríguez, J., & Rodríguez-Pulido, J. (2022). Prácticas inclusivas docentes en herramientas digitales: dimensiones preferentes. Aloma: revista de psicologia, ciències de l'educació i de l’esport, 40(2), 49-57. https://doi.org/10.51698/aloma.2022.40.2.49-57
  12. Hair, J.F., Black, W.C., Babin, B.J., & Anderson, R.E. (2014). Multivariate data analysis (7th ed.). Pearson Education.
  13. Jakkaew, P., & Hemrungrote, S. (2017). The use of UTAUT2 model for understanding student perceptions using Google classroom: A case study of introduction to information technology course. In Proceedings of 2017 International Conference on Digital Arts, Media and Technology (ICDAMT), 205-209. https://doi.org/10.1109/ICDAMT.2017.7904962
  14. Li, Q., Liu, Q., & Chen, Y. (2023). Prospective teachers’ acceptance of virtual reality technology: a mixed study in Rural China. Education and Information Technologies, 28(3), 3217-3248. https://doi.org/10.1007/s10639-022-11219-w
  15. Mbonye, V. (2022, August). A Framework to integrate virtual reality in teacher education institutions: A case of the Mancosa iTEACHlab. In 2022 International Conference on Artificial Intelligence, Big Data, Computing and Data Communication Systems (icABCD) (pp. 1-7). IEEE. https://doi.org/10.1109/icABCD54961.2022.9856019
  16. Nikolopoulou, K., Gialamas, V., & Lavidas, K. (2020). Acceptance of mobile phone by university students for their studies: An investigation applying UTAUT2 model. Education and Information Technologies, 25, 4139-4155. https://doi.org/10.1007/s10639-020-10157-9
  17. Shadiev, R., Yang, L., & Huang, Y.M. (2022). A review of research on 360-degree video and its applications to education. Journal of Research on Technology in Education, 54(5), 784-799. https://doi.org/10.1080/15391523.2021.1928572
  18. Tamilmani, K., Rana, N. P., & Dwivedi, Y. K. (2021). Consumer acceptance and use of information technology: A meta-analytic evaluation of UTAUT2. Information Systems Frontiers, 23, 987-1005. https://doi.org/10.1007/s10796-020-10007-6
  19. Tamilmani, K., Rana, N.P. & Dwivedi, Y.K. (2021). Consumer Acceptance and Use of Information Technology: A Meta-Analytic Evaluation of UTAUT2. Inf Syst Front, 23, 987-1005. https://doi.org/10.1007/s10796-020-10007-6
  20. Theelen, H., van den Beemt, A., & den Brok, P. (2019). Using 360-degree videos in teacher education to improve preservice teachers’ professional interpersonal vision. Journal of Computer Assisted Learning, 35(5), 582-594. https://doi.org/10.1111/jcal.12361
  21. Theelen, H., van den Beemt, A., & den Brok, P. (2020). Developing preservice teachers’ interpersonal knowledge with 360-degree videos in teacher education. Teaching and Teacher Education, 89, 102992.
  22. Udeozor, C., Toyoda, R., Russo Abegão, F., & Glassey, J. (2021). Perceptions of the use of virtual reality games for chemical engineering education and professional training. Higher Education Pedagogies, 6(1), 175-194. https://doi.org/10.1080/23752696.2021.1951615
  23. Venkatesh, V., Morris, M.G., Davis, G.B., & Davis, F.D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540
  24. Venkatesh, V., Thong, J.Y., & Xu, X. (2012). Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology. MIS quarterly, 157-178. https://doi.org/10.2307/41410412
  25. Walsh, K.R., & Pawlowski, S.D. (2002). Virtual reality: A technology in need of IS research. Communications of the Association for Information Systems, 8(1), 20.
  26. Walshe, N., & Driver, P. (2019). Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education, 78, 97-105. https://doi.org/10.1016/j.tate.2018.11.009
  27. Wong, K. T., Teo, T., & Russo, S. (2013). Interactive whiteboard acceptance: Applicability of the UTAUT model to student teachers. Asia-Pacific Education Researcher, 22(1), 1-10. https://doi.org/10.1007/s40299-012-0001-9
  28. Yang, F., Ren, L., & Gu, C. (2022). A study of college students’ intention to use metaverse technology for basketball learning based on UTAUT2. Heliyon, 8(9), e10562. https://doi.org/10.1016/j.heliyon.2022.e10562
  29. Ye, X., Liu, P.F., Lee, X.Z., Zhang, Y.Q., & Chiu, C.K. (2021). Classroom misbehaviour management: an SVVR-based training system for preservice teachers. Interactive Learning Environments, 29(1), 112-118. https://doi.org/10.1080/10494820.2019.1579235
  30. Zulkiewicz, B.A., Boudewyns, V., Gupta, C., Kirschenbaum, A., & Lewis, M.A. (2020). Using 360-degree video as a research stimulus in digital health studies: Lessons learned. JMIR Serious Games, 8(1), e15422. https://doi.org/10.2196/1542