Determinants of Virtual Reality Technology Adoption in Higher Vocational College Teaching
Keywords:
Higher Vocational Teachers, Virtual Reality Technology, Technology Acceptance Model 3, Intention of Use, Influencing FactorsAbstract
Purpose: This study investigates vocational college teachers’ intention to adopt virtual reality (VR) technology in teaching, aiming to identify key influencing factors and reveal how organizational and personal variables shape their willingness to use VR. Research design, data and methodology: A quantitative design was employed with 546 valid responses collected through structured questionnaires. Structural equation modeling was used to test the proposed model based on the Technology Acceptance Model and the Theory of Reasoned Action. Measurement scales were adapted from established instruments, and reliability and validity analyses confirmed sound psychometric properties. Results: The findings show that perceived usefulness (C.R.=2.832, P=0.005), perceived ease of use (C.R.= 2.304, P=0.021), and organizational impact (C.R.= 4.116, P<0.001) significantly and positively affect teachers’ intention to adopt VR. Job relatedness (C.R.=3.994, P<0.001), simulation quality (C.R.=2.100, P=0.036), and VR self-efficacy (C.R.=4.763, P<0.001) significantly enhance perceived usefulness, while VR self-efficacy (C.R.=2.986, P=0.003) and user satisfaction (C.R.=3.299, P<0.001) significantly improve perceived ease of use. Indirect effects further demonstrate the significant mediating roles of perceived usefulness and ease of use. Conclusions: The study provides evidence that organizational support and teacher self-efficacy are critical drivers of VR adoption. Practical implications include targeted interventions to strengthen infrastructure, training, and maximizing the pedagogical potential of VR in vocational education.
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