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Factors influencing Chinese pre-service teachers' behavioral intention and use behavior to adopt VR training system: based on the UTAUT2 model

Education

Factors influencing Chinese pre-service teachers' behavioral intention and use behavior to adopt VR training system: based on the UTAUT2 model

Y. Xie, C. Wan, et al.

This study explores the key factors affecting Chinese pre-service teachers' intention to use a VR training system. With insights drawn from 278 participants, researchers Ying Xie, Chao Wan, and Kai Kong reveal how self-efficacy and social influence drive adoption, offering practical recommendations for enhancing VR training in teacher education.

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Playback language: English
Abstract
This study investigates the factors influencing Chinese pre-service teachers' intention and behavior in adopting a VR training system. Using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) model and a sample of 278 pre-service teachers, partial least squares structural equation modeling (PLS-SEM) reveals that behavioral intention is positively influenced by self-efficacy, effort expectancy, social influence, performance expectancy, facilitating conditions, and hedonic motivation. Use behavior is positively impacted by behavioral intention, facilitating conditions, and habit. The study offers suggestions for higher education institutions and VR system developers on improving VR training systems in pre-service teacher education.
Publisher
Humanities and Social Sciences Communications
Published On
Sep 29, 2024
Authors
Ying Xie, Chao Wan, Kai Kong
Tags
VR training system
pre-service teachers
behavioral intention
self-efficacy
performance expectancy
facilitating conditions
hedonic motivation

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