A study on the acceptance of VR technology in digital cultural heritage learning

Mobile virtual reality (VR) technology has many benefits for science education, and virtual immersion learning can increase students' memory and creativity. However, an improved method to link this new VR-based learning approach with learning outcome assessment strategies is still needed. In this paper, we propose a new model based on the technology acceptance model (TAM) and the theory of planned behavior (TPB) in the context of digital cultural heritage (DCH) learning The model consists of seven hypotheses and validation analyses of 502 questionnaires collected via structural equation modeling to investigate the acceptance of VR technology among students. The learning outcomes concerning Bloom's Taxonomy (RBT) were also quantified, and a new assessment model was proposed. The participants were subdivided into two groups with the same knowledge base. The first VR group used VR applications to deepen their disciplinary studies, whereas the second group, the control group, used traditional reading to obtain knowledge. The hypothesized results suggest that perceived ease of use positively affects perceived usefulness and that perceived usefulness and perceived ease of use influence attitudes toward the use of VR technology. Discussions in the experiments and interviews revealed that the control group focused on memorizing basic knowledge, such as dates and simple definitions. The VR group, on the other hand, mastered creative skills, and the students were generally willing to accept VR technology.

移动虚拟现实（VR）技术在科学教育领域具有诸多优势，虚拟沉浸式学习能够有效提升学生的记忆力和创造力。然而，将基于新VR技术的学习方式与学习成果评估策略有效衔接的方法仍亟待完善。在本研究中，我们提出了一种基于技术接受模型（TAM）与计划行为理论（TPB）在数字文化遗产（DCH）学习情境下的新型模型。该模型包含七个假设，并通过结构方程模型对通过问卷调查收集的502份问卷进行了验证分析，以探究学生对VR技术的接受度。同时，针对布卢姆教学目标分类法（RBT）所涉及的学习成果也进行了量化分析，并提出了新的评估模型。参与者被分为两组，具有相同的知识基础。第一组VR实验组利用VR应用深化学科研究，而第二组，即对照组，则通过传统阅读来获取知识。假设结果表明，感知易用性对感知有用性具有正向影响，而感知有用性和感知易用性又共同影响着对VR技术使用的态度。实验和访谈的讨论揭示，对照组更专注于记忆基础知识，如日期和简单定义。相反，VR实验组掌握了创新技能，学生们普遍愿意接受VR技术。