Information Technology Students' Perceptions Toward Using Virtual Reality Technology for Educational Purposes

Abstract

This study aims to examine information technology students' perceptions toward the use of virtual reality technology, their behavioral intention to use such technology for educational purposes, and the relationship between their perceptions toward the use of virtual reality technology and their behavioral intention to use virtual reality technology for educational purposes. The study used a descriptive and cross-sectional survey research design. The data collection tool was developed based on the second Unified Theory of Acceptance and Use of Technology UTAUT2 framework. Data were collected from participants using an online questionnaire. The number of participants was 147 undergraduate information technology students. The results showed that the participants had variations in their perceptions of virtual reality technology. The results showed that participants had positive perceptions of hedonic motivation and effort expectancy concerning the use of virtual reality. However, the students had close to neutral perceptions of performance expectancy, social influence, facilitating conditions, price value, and habits concerning the use of virtual reality. Furthermore, the results showed that the students had a positive behavioral intention to use virtual reality for educational purposes. Part of students' positive behavioral intention to use virtual reality for educational purposes can be ascribed to their perceptions of effort expectancy, performance expectancy, social influence, hedonic motivation, price value, facilitating conditions, and habits concerning the use of virtual reality. Students' perceptions of performance expectancy concerning virtual reality had the greatest effect on their behavioral intention to use virtual reality for educational purposes. Based on the findings, a set of recommendations was provided.