The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course

Author:

Thohir M. Anas1ORCID,Ahdhianto Erif1ORCID,Mas’ula Siti1ORCID,April Yanti Fitri2ORCID,Sukarelawan Moh Irma3ORCID

Affiliation:

1. Department of Elementary and Preschool Education, Universitas Negeri Malang, Malang, INDONESIA

2. Faculty of Education, Universitas Bengkulu, Bengkulu, INDONESIA

3. Department of Physics Education, Universitas Ahmad Dahlan, Yogyakarta, INDONESIA

Abstract

Virtual reality (VR) is developing in line with the establishment of the learning metaverse, although the relationship between its acceptance and technological pedagogical content knowledge (TPACK) is very unclear. Therefore, this study aims to determine the effects of facility condition (FC), technological acceptance model (TAM), and TPACK on pre-service teachers’ use of VR in Indonesian science education courses. This condition emphasizes the description of these teachers’ readiness in designing VR for learning and teaching integration. The survey was conducted using 406 preservice teachers from 12 Indonesian universities, with confirmatory factor analysis (CFA) and partial least square-structural equation model (PLS-SEM) subsequently utilized. The results showed that PU (perceived usefulness), PEOU (perceived ease of use), behavior Intention (BI), TPACK, and FC were significantly and positively related. However, two hypotheses emphasizing the relationship between FC and TPACK to PEOU were rejected. These results are expected to facilitate preservice teachers in easily adopting VR learning in courses.

Publisher

Bastas Publications

Subject

Management of Technology and Innovation,Education

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