Technology acceptance model: investigating students’ intentions toward adoption of immersive 360° videos for public speaking rehearsals

ABSTRACT

Given the opportunities new technologies afford students and instructors, this mixed methods, longitudinal study examined factors impacting college students’ behavioral intentions for adopting virtual reality (VR) headsets and 360° video for public speaking rehearsals. Using the technology acceptance model, quantitative findings suggest that both the perceived usefulness of these technologies for rehearsing final speech assignments and VR anxiety influence students’ behavioral intentions to personally adopt VR technology and 360° video or recommend its adoption to communication centers, friends, or other instructors. Qualitatively, students discussed perceived usefulness, as well as positive and negative emotional reactions, which may act as additional facilitators and inhibitors to technology adoption. Based on our findings, conclusions and implications are suggested for those interested in adopting VR headsets and 360° video for public speaking rehearsals.

KEYWORDS:

• technology acceptance model
• 360° video
• virtual reality
• public speaking
• technology adoption

Notes on contributors

Jessalyn I. Vallade (Ph.D., West Virginia University) is an Assistant Professor in the School of Information Science at the University of Kentucky.

Renee Kaufmann (Ph.D., University of Kentucky) is an Assistant Professor in the School of Information Science at the University of Kentucky.

Brandi N. Frisby (Ph.D., West Virginia University) is an Associate Professor in the School of Information Science at the University of Kentucky.

Joe C. Martin (Ph.D., University of Kentucky) is a Faculty Lecturer in the School of Information Science at the University of Kentucky.