: Immersive virtual reality (IVR) technology provides several educational affordances that make it a valuable tool for learning, especially from a constructivist learning perspective. Combined with the increasing availability of Metaverse social platforms, such as ENGAGE and AltSpace VR, where students and teachers can meet and work together, IVR may transform how students learn and interact with educational content. However, little is known about students' attitudes toward IVR in education. To address this gap, we surveyed 329 undergraduate students from different universities in Italy. We used the Unified Theory of Acceptance and Use of Technology (UTAUT) to predict students' intention to adopt IVR for learning. We further explored the role that different individual factors, including students' learning styles, affordances perceptions, and personal innovativeness, have on their attitudes toward IVR. A hierarchical multiple regression analysis revealed that the four constructs of the UTAUT, namely performance expectancy, effort expectancy, social influence, and facilitating conditions were the strongest predictors of students' intention to use IVR in education and that individual factors only had little impact on it. Based on these results, this study provides helpful indications for researchers and educators who wish to introduce IVR effectively in educational contexts. Given the new possibilities provided by Metaverse applications based on IVR technology for learning, it is indeed crucial to fully understand the attitudes different stakeholders in education have toward adopting this technology in educational contexts.

Di Natale, A. F., Repetto, C., Costantini, G., Riva, G., Bricolo, E., Villani, D., Learning in the Metaverse: Are University Students Willing to Learn in Immersive Virtual Reality?, <<CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING>>, 2024; 27 (1): 28-36. [doi:10.1089/cyber.2022.0395] [https://hdl.handle.net/10807/260944]

Learning in the Metaverse: Are University Students Willing to Learn in Immersive Virtual Reality?

Di Natale, Anna Flavia;Repetto, Claudia;Riva, Giuseppe;Villani, Daniela
2024

Abstract

: Immersive virtual reality (IVR) technology provides several educational affordances that make it a valuable tool for learning, especially from a constructivist learning perspective. Combined with the increasing availability of Metaverse social platforms, such as ENGAGE and AltSpace VR, where students and teachers can meet and work together, IVR may transform how students learn and interact with educational content. However, little is known about students' attitudes toward IVR in education. To address this gap, we surveyed 329 undergraduate students from different universities in Italy. We used the Unified Theory of Acceptance and Use of Technology (UTAUT) to predict students' intention to adopt IVR for learning. We further explored the role that different individual factors, including students' learning styles, affordances perceptions, and personal innovativeness, have on their attitudes toward IVR. A hierarchical multiple regression analysis revealed that the four constructs of the UTAUT, namely performance expectancy, effort expectancy, social influence, and facilitating conditions were the strongest predictors of students' intention to use IVR in education and that individual factors only had little impact on it. Based on these results, this study provides helpful indications for researchers and educators who wish to introduce IVR effectively in educational contexts. Given the new possibilities provided by Metaverse applications based on IVR technology for learning, it is indeed crucial to fully understand the attitudes different stakeholders in education have toward adopting this technology in educational contexts.
2024
Inglese
Di Natale, A. F., Repetto, C., Costantini, G., Riva, G., Bricolo, E., Villani, D., Learning in the Metaverse: Are University Students Willing to Learn in Immersive Virtual Reality?, <<CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING>>, 2024; 27 (1): 28-36. [doi:10.1089/cyber.2022.0395] [https://hdl.handle.net/10807/260944]
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