Virtual reality (VR) is being researched and incorporated into curricula and training programs to expand educational opportunities and enhance learning across many fields. Although researchers are exploring the learning affordances associated with VR, research surrounding students’ perceptions of the technology, and intentions to use it for training has been neglected. The goal of this research was to determine the factors that influence students’ intention to use VR in a dynamic learning environment. An extended Technology Acceptance Model (TAM) was developed that incorporates factors related to education and the use of VR technology in training environments. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) processes were employed. Nine of 14 hypotheses in the original model were supported, and eight of the nine predictor factors of the model were determined to directly or indirectly impact behavioral intention (BI). The original TAM factors had the strongest relationships. Relationships between factors particularly relevant to VR technology and learning were also supported. The results of this study may guide other educators interested in incorporating VR into a dynamic learning environment.

虚拟现实 (VR) 正在被研究并纳入课程和培训计划，以扩大教育机会并加强许多领域的学习。尽管研究人员正在探索与 VR 相关的学习可供性，但围绕学生对该技术的看法以及将其用于培训的意图的研究却被忽视了。本研究的目的是确定影响学生在动态学习环境中使用 VR 的意愿的因素。开发了一个扩展的技术接受模型 (TAM)，其中包含与教育相关的因素以及在培训环境中使用 VR 技术。采用验证性因子分析 (CFA) 和结构方程建模 (SEM) 过程。支持原始模型中的 14 个假设中的 9 个，该模型的九个预测因素中有八个被确定为直接或间接影响行为意图（BI）。最初的 TAM 因素具有最强的关系。还支持与 VR 技术和学习特别相关的因素之间的关系。这项研究的结果可以指导其他有兴趣将 VR 融入动态学习环境的教育工作者。