Teachers’ Continued VR Technology Usage Intention: An Application of the UTAUT2 Model

This work aims to investigate the cultural and psychological factors that significantly affect teachers’ intention to accept VR technology and use it long-term in their classes in elementary and secondary schools. The extended unified theory of acceptance and use of technology (UTAUT2) model effectively measured such factors in this context. We conducted a questionnaire survey with 351 elementary and secondary school teachers in four provinces in China and analyzed their responses utilizing Partial Least Squares (PLS) technique. The results of this work showed that performance expectancy, effort expectancy, social influence, facilitating conditions, and hedonic motivation significantly impacted continued usage intention. However, the habit did not promote continued usage intention. Based on the results, research on VR classroom application guidance and teachers’ professional development with VR technology applications should be strengthened. Meanwhile, increasing the publicity of integrating VR technology into classroom teaching, creating a favorable climate for VR technology adoption, and enhancing the fun of VR technology can also contribute to teachers’ continued VR technology usage intention in classroom teaching. Plain Language Summary Continued Intention of Elementary and Secondary School Teachers to Use VR Technology Purpose: This study aimed to examine cultural and psychological factors that can significantly hinder or enable elementary and secondary school teachers’ intention to accept VR technology in their classes and use it long-term by the extended unified theory of acceptance and use of technology (UTAUT2) model. Methods: A questionnaire survey with 351 elementary and secondary school teachers in four provinces of China has been conducted, and the Partial Least Squares Structural Equation Modelling (PLS-SEM) has been used to analyze data. Conclusions: Performance expectancy, effort expectancy, social influence, facilitating conditions, and hedonic motivation significantly impacted elementary and secondary school teachers’ continued usage intention. However, habits did not promote continued usage intention. Implications: Research on VR classroom application guidance and teachers’ professional development with VR technology applications should be strengthened. Meanwhile, increasing the publicity of integrating VR technology into classroom teaching, creating a favorable climate for VR technology adoption, and enhancing the fun of VR technology c