Determinants of adoption of virtual reality as a teaching aid in higher education: the mediating role of hedonic motivation

Abstract

Purpose The inclusion of technology in teaching–learning ensures better clarity and interactivity in the delivery of content, leading to enhanced student engagement. The present paper aims to identify the determinants of adopting virtual reality (VR) learning from the educators’ perspective. The mediating role of hedonic motivation for adopting VR is also explored. Design/methodology/approach This quantitative research is conducted using a conceptual model with the help of a literature survey. A self-designed questionnaire was used to collect primary data. The respondents were teachers working at higher education institutes. A sample of 341 respondents were used and the data was analyzed using confirmatory factor analysis and structural equation modeling. Findings Results demonstrate that digital competence and technology support are the factors affecting the perceived ease of use, which further affects the attitude and intention of adoption. The role of hedonic motivation is established as a mediator in attitude toward virtual reality and adoption intention. Originality/value The study is a valuable addition to the existing literature as it presents the conceptual model and explores the imperative role of hedonic motivation. This provides a unique aspect to this research. Educators and the management of higher education institutes can use the findings to make decisions and create policies regarding integrating VR in existing curricula.

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