| Yazarlar |
Doç. Dr. Hüseyin ATEŞ
Kırşehir Ahi Evran Üniversitesi, Türkiye |
Cansu Şahin Kölemen
Türkiye |
| Özet |
| This study examines the factors influencing science teachers' intentions to adopt gamified virtual reality (VR) in educational settings, employing the Theory of Planned Behavior (TPB) and Protection Motivation Theory (PMT) as theoretical frameworks. We investigate how perceived threats, benefits, and motivational and cognitive factors impact these intentions, focusing on science teachers. By integrating TPB and PMT, the study aims to provide a comprehensive model that elucidates the roles of attitude, subjective norm, perceived severity, vulnerability, self-efficacy, response efficacy, and response costs in the decision to adopt gamified VR. The structural analysis conducted on a sample of 1645 science teachers revealed that our amalgamated model demonstrates a robust predictive capacity for their intentions to adopt gamified VR. This model outperformed traditional theories in predicting adoption intentions. The research also demonstrates significant relationships between these factors and the intention to use gamified VR, with differences noted across teacher groups by professional status and gender. This enhanced understanding of adoption barriers and facilitators informs strategies for better integration of VR in science education, potentially enriching teaching practices and improving student engagement and learning outcomes. |
| Anahtar Kelimeler |
| Gamified virtual reality, Science education, Theory of planned behavior, Protection motivation theory, Technology adoption |
| Makale Türü | Özgün Makale |
| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayımlanan tam makale |
| Dergi Adı | Education and Information Technologies |
| Dergi ISSN | 1573-7608 |
| Dergi Tarandığı Indeksler | SSCI |
| Dergi Grubu | Q1 |
| Makale Dili | İngilizce |
| Basım Tarihi | 07-2024 |
| Doi Numarası | 10.1007/s10639-024-12892-9 |
| Makale Linki | https://link.springer.com/journal/10639 |
| Atıf Sayıları |
