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Abstract Veterinary parasitology is study of parasitic diseases, treatment and prevention. It is a major component of animal health courses due to impacts parasites have on production and companion animals. Extant tertiary education in parasitology typically involves theory sessions coupled with practical experience. In this study we propose tertiary parasitology teaching would be enhanced through adoption of immersive Virtual Reality (I-VR) as an intrinsically motivating learning tool to complement their studies. To evaluate this adoption, a custom I-VR parasitology game was developed that tertiary veterinary science students experienced ( n = 109), with feedback assessed using the Hedonic-Motivation System Adoption Model (HMSAM). HMSAM proved appropriate for measuring student’s hedonistic and utilitarian perspectives of I-VR experience with perceived ease of use, perceived usefulness, joy, ability to control, immersion levels and intention to use displaying significant positive relationships in derived model. However, in a departure from similar studies, the curiosity construct was not a useful predictor of intention to use in this context of a scaffolded, instructional application. This study highlights suitability of I-VR and provides a statistically robust evaluation method using a modified HMSAM to evaluate acceptance, usefulness, and ease of use of I-VR in tertiary education.
Dekker et al. (Wed,) studied this question.