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Spatial training has been shown to help student’s university retention rates and performance. The goal of this study is: (1) to explore users’ acceptance of a virtual-reality-supported technology for mental-rotation learning and (2) to examine the effects of interactivity and gender on acceptance. Little is known about whether college students nowadays perceive motion-control and virtual-reality technology as novel and interesting and how gender affects their acceptance of technology. Two learning programs were developed using motion-control and virtual-reality technologies. Learners could actively manipulate the learning object or they could only passively learn. User’s acceptance of the training program (rather than mental-rotation performance) was compared. Results showed higher levels of perceived playfulness, ease of use, usefulness, and use-intention scores were found in motion-control training, suggesting interactivity is still attractive. However, gender difference was also found. While perceived ease of use was a major contributor to training use-intention for both genders, influence of perceived playfulness on use-intention was found only in women.
Lin et al. (Tue,) studied this question.