Exploring intention to use augmented and virtual reality applications as educational tools

Abstract

In today’s educational landscape, students have access to enriched learning environments through augmented and virtual reality (AR/VR) applications. Effective digital learning depends on identifying the key factors and learner attitudes that influence engagement and task performance. We focused more on preservice teachers’ intentions to use AR/VR applications as instructional tools, guided by the Theory of Planned Behavior (TPB) framework. A total of 306 preservice teachers participated in the Exploratory Factor Analysis (EFA), 286 in the Confirmatory Factor Analysis (CFA), and 341 in the Structural Equation Modelling (SEM) phase. To identify relevant constructs and beliefs, the researchers developed a questionnaire grounded in TPB-based hypotheses. The questionnaire demonstrated high internal consistency, with a McDonald’s Omega reliability coefficient of .95. Three factors—perceived behavioral control, subjective norm, and attitude toward behavior—accounted for 47% of the variance. Empirical findings confirmed the relevance of all three factors in predicting behavioral intention. Specifically, the relationship between attitudes towards behavior and behavioral intention was moderate, between subjective norm and behavioral intention was weak, and between perceived behavioral control and behavioral intention is strong. The findings may guide practitioners in developing and evaluating TPB-based interventions to enhance preservice teachers’ intentions to use AR/VR applications as educational tools. The study concludes by identifying gaps within the existing framework and suggesting directions for future research.

Keywords

• Augmented reality
• Structural equation modelling
• Virtual reality
• Behavioral theory

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