Acceptance of virtual worlds as learning space

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 indic...

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Bibliographic Details
Published in:Innovations in education and teaching international 2015-05, Vol.52 (3), p.254-264
Main Authors: Tokel, Saniye Tugba, İsler, Veysi
Format: Article
Language:English
Subjects:
Computer Simulation
Correlation
Educational Environment
Educational Technology
Foreign Countries
Intention
Interaction
interactive learning environments
media in education
Multiple Regression Analysis
Perceptions
Preservice Teachers
Questionnaires
Simulated Environment
simulations
Statistical Analysis
Student Attitudes
Student Characteristics
Teaching Methods
technology acceptance
Technology adoption
Technology Uses in Education
Turkey
Virtual communities
Virtual reality
virtual worlds
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Summary: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.
ISSN:1470-3297
1470-3300
DOI:10.1080/14703297.2013.820139