Fun Over Function: The Role of Social Influence and Hedonic Motivation in Virtual Reality Adoption for Biology Education
Article Sidebar
Technology Acceptance,
UTAUT2,
Virtual Reality
Main Article Content
Umar Abdul Labib
Dasrieny Pratiwi
Beny Saputra
Abstract
Background: The integration of Virtual Reality (VR) into higher education offers new possibilities for teaching intricate scientific subjects like biology. This medium provides interactive simulations that support hands-on learning. However, maximizing its potential requires a clear understanding of student acceptance.
Aims: This research investigates the specific factors that shape the behavioral intention of pre-service biology teachers to utilize VR as a learning medium.
Methods: Data was collected from 143 participants following a practical VR simulation session. The study applied a customized Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework, and the analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM).
Results: The tested model accounted for 31.4% of the variance in behavioral intention (R² = 0.314). The findings highlight that social and emotional variables are the main catalysts for initial adoption. Both Social Influence (SI) (β = 0.261, p < 0.05) and Hedonic Motivation (HM) (β = 0.250, p < 0.05) exerted significant positive effects. Conversely, the utilitarian variables named Performance Expectancy (PE) (β = 0.056, p > 0.05) and Effort Expectancy (EE) (β = 0.118, p > 0.05) did not show statistical significance.
Conclusion: Initial acceptance of immersive technologies in this context is predominantly influenced by peer dynamics and the perceived enjoyment of the tool, rather than utilitarian evaluations.
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Copyright (c) 2026 Umar Abdul Labib, Dasrieny Pratiwi, Beny Saputra
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