Validation of technology acceptance model for virtual reality usage in collaborative learning to enhance learner performance

ABSTRACT

The growing influence of technology has prompted numerous scholars to explore how virtual reality (VR) affects performance. This study aims to validate the technology acceptance model (TAM) for VR in collaborative learning to enhance performance. We employed a questionnaire for data collection, distributed to 423 master’s students in China engaging in VR-based collaborative learning. We employed partial least squares structural equation modelling (PLS-SEM) to analyse the data. The findings reveal that perceived usefulness and ease of use positively influence the intention to use VR and engage in collaborative learning. Furthermore, the intention to use VR and collaborative learning positively affect learner performance. Notably, habit does not significantly moderate the relationship between the intention to use VR and learner performance. Therefore, the proposed model can serve as a valuable tool for educators and decision-makers, aiding in the development of strategies to encourage students to use VR for enhanced performance.

KEYWORDS:

• Collaborative learning
• virtual reality
• learner performance
• technology acceptance model

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The authors have permission to share the data. For inquiries or requests to obtain the dataset, please contact [email protected] or [email protected].

Ethical approval

This project is approved by the Ethics Review Committee of School of Education, Guangzhou University, in accordance with the principle of ethics (GZHU202343). The informed consent was taken from all participants included in the study.

Additional information

Funding

This work was supported by the [Ministry of Education] under Grant No. [23JDSZ3200].

Notes on contributors

Huifen Guo

Huifen Guo is a doctoral candidate at the School of Education, Guangzhou University. Her primary research focuses on higher education, encompassing student performance, fostering innovation capabilities, creativity training, and measurement. Additionally, she has a keen interest in comparing VR, XR, AIGC, and the Metaverse.

Fenggi Ma

Fenggi Ma is a professor, the Dean of the School of Education at Guangzhou University, and a doctoral supervisor. His primary research areas include principles of higher education, management of higher education institutions, and research on higher education curriculum and teaching.

Zhen Zhou

Zhen Zhou serves as the Vice Dean of the School of Mechanical and Electrical Engineering at Guangzhou University. His primary research focus lies in educational management, covering aspects such as student performance, employment, psychological well-being, and further studies. He is particularly intrigued by leveraging intelligent technologies to enhance student learning performance.