Exploratory study reveals key factors affecting behavioral intention in preservice teachers using AR/VR applications, suggesting discrete improvements in educational tools.
Key Points
Preservice teachers' intentions to use AR/VR as educational tools are significantly influenced by perceived behavioral control, suggesting strong relationships for effective engagement.
The strongest correlation was found between perceived behavioral control and behavioral intention, informing future educational strategies for AR/VR implementation.
The study utilized Exploratory Factor Analysis, Confirmatory Factor Analysis, and Structural Equation Modelling to analyze data from 306 preservice teachers to support its findings.
Implications highlight the importance of addressing subjective norms and attitudes to enhance educational interventions designed for preservice teachers.