Which Factors Promote and Inhibit the Technology Acceptance of Immersive Virtual Reality Technology in Teaching-Learning Contexts? Results of an Expert Survey

Authors

  • Carolin Pletz University of Stuttgart Institute of Educational Science Department of Vocational Education focused on Teaching Technology (BPT) Azenbergstr. 12, 70174 Stuttgart Germany

DOI:

https://doi.org/10.3991/ijet.v16i13.20521

Keywords:

Immersive virtual reality, immersive learning, technology acceptance, vocational education and training, qualitative interviews

Abstract


Although immersive virtual reality (IVR) is now accessible for large-scale use due to rapid technological developments, there appear to be few organizations in the German-speaking countries that are already actively using this technology on a large scale in education and training. Therefore, little is known about the technology acceptance. Questions arise as to how the technology acceptance can be explained and which technology-specific influencing factors can be identified in the field of training. 15 persons from 13 organizations, who are experienced with use of IVR in teaching-learning contexts such as training, were interviewed in an expert survey to identify promoting and inhibiting aspects of the technology acceptance of IVR in teaching-learning contexts. The results provide information about personal, organizational and technology-related promoting and inhibiting aspects for trainers and training participants. Furthermore, general aspects which are decisive for future use in the companies are derived.

Downloads

Published

2021-07-13

How to Cite

Pletz, C. (2021). Which Factors Promote and Inhibit the Technology Acceptance of Immersive Virtual Reality Technology in Teaching-Learning Contexts? Results of an Expert Survey. International Journal of Emerging Technologies in Learning (iJET), 16(13), pp. 248–272. https://doi.org/10.3991/ijet.v16i13.20521

Issue

Section

Papers