Acceptance of virtual worlds as learning space


TOKEL S. T. , Isler V.

INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, vol.52, no.3, pp.254-264, 2015 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 52 Issue: 3
  • Publication Date: 2015
  • Doi Number: 10.1080/14703297.2013.820139
  • Title of Journal : INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL
  • Page Numbers: pp.254-264
  • Keywords: technology acceptance, virtual worlds, media in education, simulations, interactive learning environments, USER ACCEPTANCE, INTRINSIC MOTIVATION, PERCEIVED EASE, STRUCTURE COEFFICIENTS, TECHNOLOGY, MODEL, ENJOYMENT, INTENTION

Abstract

This study investigated relationships among perceived usefulness (PU), ease of use and perceived enjoyment, plus their relationships with the behavioural intention (BI) of individuals to use virtual worlds as a learning space. Participant responses to a questionnaire were analysed, and results indicated that while PU seemed to affect BIs most, perceived enjoyment (PE) and ease of use also played a role. Moreover, PE and ease of use also affected PU. Namely, if students found a virtual world enjoyable and easy to use, they perceived it as useful for learning and performance. In addition, the effect of PE on perceived ease of use showed that if students found a virtual world enjoyable, they underestimated difficulties using it. Findings highlighted important issues for the acceptance and adoption of virtual worlds as learning spaces.