Exploring the specification of educational compatibility of virtual reality within a technology acceptance model

This study investigated the specification of educational compatibility within a technology acceptance model (TAM) suited to engaging technologies. Attitudes towards virtual reality (VR) for learning was used test experimental model. One hundred and seventy-nine valid survey responses were collected from 517 potential participants with majority first-year university students. The independent variables compatibility, cognitive engagement, social influence, system attributes, perceived anxiety facilitating conditions. Exploratory factor analysis showed that attitude collinear, therefore combined into one construct. Confirmatory indicated compatibility-attitude construct usefulness not discriminant. Two structural models compared: where items incorporated usefulness, another excluded entirely. results incorporating affected influence engagement attributes on though overall power unchanged. suggested (a) could be redundant, (b) may help specify educationally focused TAMs. Implications practice or policy: Researchers regard redundant exclude them TAMs as separate constructs. consider tailoring make it more specific context, example by including items.