Predicting Virtual Reality Adoption in Education: A Structural Model Based on TAM and Usability

The study examines the acceptance of Virtual Reality (VR) as a university educational resource using the Technology Acceptance Model (TAM). A quasi-experimental design was applied with 132 students from the Bachelor’s Degree in Education at the University of Seville. A desktop VR learning object developed according to Mayer’s principles was used and evaluated with three instruments: a TAM questionnaire, a SUS usability scale, and an ad hoc scale for technical and educational aspects. The results indicate high reliability (α > 0.9) and high scores for perceived usefulness, ease of use, enjoyment, attitude, and intention to use. The most notable correlations were between usability, usefulness, and intention. Usability was related to technical quality, ease of use and educational usefulness. The findings support the use of the Technology Acceptance Model (TAM) for examining the acceptance of desktop VR in higher education. The results also suggest that desktop VR can provide motivating learning experiences. Future research should replicate these findings using random samples and immersive VR environments.