The recent interest in the use of Immersive Virtual Reality (IVR) in education seems to correspond with the increased affordability, accessibility and functionality of IVR hardware and software. IVR has the potential to enhance immersion, improve spatial capabilities, promote empathy, increase motivation and possibly improve learning outcomes. However, the extent to which teachers capitalise on these potentials in the future depends their perceptions of IVR and their behavioural intentions to use it. Accordingly, this study aimed to identify relevant factors and influences relating to preservice teachers’ behavioural intention to use IVR, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. Confirmatory factor analysis revealed that UTAUT2 provided a suitable model to describe preservice teachers’ perceptions of IVR on all dimensions (performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, habit and behavioural intention), with hedonic motivation receiving the highest scores and habit scoring the lowest. Interview responses revealed the reasons for the substantial variation in preservice teacher perceptions, which depended on a range of external‐ (“first‐order”), internal‐ (“second‐order”) and design (“third‐order”)‐related issues. Implications for schools, educational leaders and teacher education are discussed.

中文翻译：

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职前教师在教育中使用沉浸式虚拟现实的意图的原因

最近对在教育中使用沉浸式虚拟现实（IVR）的兴趣似乎与IVR硬件和软件的可负担性，可访问性和功能的增加相对应。IVR具有增强沉浸感，改善空间能力，促进同理心，增加动力并可能改善学习成果的潜力。但是，将来教师在多大程度上利用这些潜力，取决于他们对IVR的看法以及使用它的行为意图。因此，本研究旨在使用“接受与使用技术的统一理论2”（UTAUT2）模型来确定与职前教师使用IVR的行为意图相关的因素和影响。验证性因素分析显示，UTAUT2提供了一个合适的模型来描述职前教师对IVR各个方面的看法（表现期望，努力期望，社会影响，促进条件，享乐动机，价格价值，习惯和行为意图），并获得享乐动机得分最高，习惯得分最低。访谈回复揭示了职前教师认知差异很大的原因，这取决于与外部（“一阶”），内部（“二阶”）和设计（“三阶”）相关的范围问题。讨论了对学校，教育领导者和教师教育的影响。习惯和行为意图），享乐动机得分最高，而习惯得分最低。访谈回复揭示了职前教师认知差异很大的原因，这取决于与外部（“一阶”），内部（“二阶”）和设计（“三阶”）相关的范围问题。讨论了对学校，教育领导者和教师教育的影响。习惯和行为意图），享乐动机得分最高，而习惯得分最低。访谈回复揭示了职前教师认知差异很大的原因，这取决于与外部（“一阶”），内部（“二阶”）和设计（“三阶”）相关的范围问题。讨论了对学校，教育领导者和教师教育的影响。