Technology acceptance model and multi-user virtual reality learning environments for Chinese language education

Virtual reality is a rapidly developing technology and its applications are being explored in a variety of educational fields. While an increasing amount of attention is being paid to VR as a language learning tool, there remains less research on using VR with languages other than English. Adapting the Technology Acceptance Model, this study investigated learner attitudes towards Hubs by Mozilla, a multi-user VR learning environment, for the purpose of learning Chinese as an additional language. Data were collected by means of a post-participation questionnaire that measured seven constructs. It was hypothesized that the unique features of virtual reality technology would have a statistically significant positive association with the constructs of technology acceptance. Structural Equation Modeling was used to explore the relationships between the constructs. Results indicate varying degrees in significance between the impacts of different constructs, but an overall agreeable attitude towards using the virtual environment for Chinese language learning. Furthermore, difficulties in interaction within the virtual environment seemed to affect the learners’ perceived ease of use of the technology, suggesting that increased consideration for the design of VR learning environments and for the virtual literacies of learners may help this technology be more successful in the classroom.