Acceptance of virtual worlds as learning space

Date

2015-05-04

Author

Tokel, Saniye Tuğba

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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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.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/38658

Journal

INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL

DOI

https://doi.org/10.1080/14703297.2013.820139

Collections

Department of Computer Education and Instructional Technology, Article

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Citation Formats

S. T. Tokel, “Acceptance of virtual worlds as learning space,” INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, pp. 254–264, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/38658.