Graduate Defense: Michael Dzbenski

Dissertation Information

Title: Extending The Technology Acceptance Model: The Experiential Educator And Virtual Learning Technologies

Program: Doctor of Education in Educational Technology

Advisor: Dr. Ross Perkins, Educational Technology

Committee Members: Dr. Brett Shelton, Educational Technology and Dr. Young Baek, Educational Technology

Abstract

Virtual Reality (VR) and Virtual Learning Environments (VLE) are technologies that allow users to interact with virtual environments and can create and participate in digital educational experiences and simulations. Due to the VR and VLEs being relatively new technologies in education, acceptance, use, and finally adoption in a classroom environment lies with educators. The purpose of this quantitative survey study was to explore and identify factors that positively influence educators’ attitudes toward adopting VR and VLE technology. The Technology Acceptance Model (TAM) was extended to determine if the experiential learning educator role profile correlates to educators’ attitudes toward the acceptance of VR and VLE technology. This study identified if hands-on experience, current education level, and primary subject taught affect an educator’s intention to accept VR and VLE technology. The theoretical lens of this study is Experiential Learning (EXL), and the theoretical construct is the TAM. A survey was sent to educators familiar with VR and VLEs through educational technology email lists and social media. Participants were encouraged to share the survey with others who met the criteria. The survey collected data from 147 educators throughout the United States. The data was used to analyze descriptive statistics and path analyses through multiple regressions on the relationships between the variables and the TAM constructs. Data and discussion of findings from this investigation were beneficial in determining that of the variables studied, hands-on experience influenced whether VR and VLE technologies were accepted by educators. Based on the statistical analyses, experiential learning educator role profile, current education level, and primary subject taught did not have a statistically significant effect.