Investigating the Factors that Influence the Implementation of Virtual Reality in Science Learning

Sumardani, D.; Lin, C. H.

doi:10.15294/jpii.v13i1.44018

Jurnal SINTA 1

Investigating the Factors that Influence the Implementation of Virtual Reality in Science Learning

Jurnal Pendidikan IPA Indonesia · Vol. 13 No. 1 (2024) · pp. 76–89

DOI: 10.15294/jpii.v13i1.44018
ISSN: 2089-4392, 2339-1286
Published: 2024-03-29
Publisher: Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language: eng

Abstract

Advanced virtual reality (VR) holds substantial promise in education and can be seamlessly integrated into classroom instruction, fostering rapid advancements in science education. This research aims to investigate the factors that influence the implementation of VR and the correlation between the technology acceptance model that can lead to its integration in the science educational setting. To address these objectives, structural equation modeling (SEM) is conducted to represent a hypothesis about the causal relationships among factors influencing preservice teachers to implement VR in the classroom, following their engagement in simulated science explorations related to the concept of weightlessness. The results reveal that the proposed model has strong explanatory power in predicting the intention to use VR in the classroom (R2=64.7%). This intention is influenced by perceived usefulness, perceived enjoyment, and the absence of cybersickness. Notably, our findings also indicate that Usage Attitude (UA), which pertains to participants’ positive or negative response towards technological usage, does not mediate the relationship between beliefs (PU, PEU, and PE) and Behavioral Intention (IU), prompting further exploration of the concepts of cognitive and affective attitude. Additionally, the findings from the preservice teachers’ responses support the notion that VR is valuable in educational contexts, enabling immersive experiences, authentic learning, and enhancing the learning journey, along with the concept of learning by doing.

Keywords

Collaboration network of the authors

9 authors · 23 co-authorship links · 12 across different organisations

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National Chiayi University
Indonesia Open University
State University of Malang
Yangon University of Education
Affiliation unknown

Different organisations
Same organisation
Affiliation unknown
Thicker line = more joint articles · bigger circle = more articles

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Co-author	Organisation	Joint articles
Widiasih Widiasih	Indonesia Open University	1
Zakirman	Affiliation unknown	1
Sandra Sukmaning Adji	Indonesia Open University	1
Juli Firmansyah	Indonesia Open University	1
Ratna Ekawati	State University of Malang	1
Ei Phyu Chaw	Yangon University of Education	1
C. C. Dujali	National Chiayi University	1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.

Original metadata (oai_dc)

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	<dc:title xml:lang="en-US">Investigating the Factors that Influence the Implementation of Virtual Reality in Science Learning</dc:title>
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	<dc:subject xml:lang="en-US">science learning; structural equation modeling; technology acceptance model; Virtual Reality</dc:subject>
	<dc:description xml:lang="en-US">Advanced virtual reality (VR) holds substantial promise in education and can be seamlessly integrated into classroom instruction, fostering rapid advancements in science education. This research aims to investigate the factors that influence the implementation of VR and the correlation between the technology acceptance model that can lead to its integration in the science educational setting. To address these objectives, structural equation modeling (SEM) is conducted to represent a hypothesis about the causal relationships among factors influencing preservice teachers to implement VR in the classroom, following their engagement in simulated science explorations related to the concept of weightlessness. The results reveal that the proposed model has strong explanatory power in predicting the intention to use VR in the classroom (R2=64.7%). This intention is influenced by perceived usefulness, perceived enjoyment, and the absence of cybersickness. Notably, our findings also indicate that Usage Attitude (UA), which pertains to participants’ positive or negative response towards technological usage, does not mediate the relationship between beliefs (PU, PEU, and PE) and Behavioral Intention (IU), prompting further exploration of the concepts of cognitive and affective attitude. Additionally, the findings from the preservice teachers’ responses support the notion that VR is valuable in educational contexts, enabling immersive experiences, authentic learning, and enhancing the learning journey, along with the concept of learning by doing.</dc:description>
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