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Determinants of Students' Adoption of Virtual Reality-Based Learning Systems: An Individual Difference Perspective

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Title: Determinants of Students' Adoption of Virtual Reality-Based Learning Systems: An Individual Difference Perspective
Language: English
Authors: Yu-Min Wang (ORCID 0000-0002-2096-6801), Wan-Ching Chiu, Hsin-Hui Lin, Yi-Shun Wang (ORCID 0000-0002-0161-5520), Yu-Yin Wang, I-Fan Chen
Source: Innovations in Education and Teaching International. 2024 61(1):143-153.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Computer Simulation, Human Body, Pain, Equipment Utilization, Vision, Personality Traits, Physiology, Educational Technology
DOI: 10.1080/14703297.2022.2098512
ISSN: 1470-3297
1470-3300
Abstract: This study investigates the individual difference antecedents of students' behavioural intention to use VR-based learning systems, especially from an integrated perspective of Big Five personality traits and perceived physiological vulnerability to IT use (PPVITU). Data collected from 149 respondents are tested against the research model using the partial least squares structural equation method (PLS-SEM). The results indicate that extraversion and neuroticism positively affect perceived usefulness, conscientiousness negatively influences usefulness, and agreeableness and neuroticism have positive effects on perceived enjoyment. Furthermore, this study finds that musculoskeletal discomfort: neck and shoulder back pain (one PPVITU component) positively influences perceived ease of use. The findings of this study provide several important theoretical and practical implications for promoting VR-based learning system use behaviour.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1406072
Database: ERIC
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  Value: <anid>AN0174389834;hzj01feb.24;2023Dec26.05:57;v2.2.500</anid> <title id="AN0174389834-1">Determinants of students' adoption of virtual reality-based learning systems: An individual difference perspective </title> <p>This study investigates the individual difference antecedents of students' behavioural intention to use VR-based learning systems, especially from an integrated perspective of Big Five personality traits and perceived physiological vulnerability to IT use (PPVITU). Data collected from 149 respondents are tested against the research model using the partial least squares structural equation method (PLS-SEM). The results indicate that extraversion and neuroticism positively affect perceived usefulness, conscientiousness negatively influences usefulness, and agreeableness and neuroticism have positive effects on perceived enjoyment. Furthermore, this study finds that musculoskeletal discomfort: neck and shoulder back pain (one PPVITU component) positively influences perceived ease of use. The findings of this study provide several important theoretical and practical implications for promoting VR-based learning system use behaviour.</p> <p>Keywords: Virtual reality(VR)-based learning systems; individual difference; personality traits; perceived physiological vulnerability to IT use (PPVITU)</p> <hd id="AN0174389834-2">Introduction</hd> <p>Information Technology (IT) is currently being applied to educational contexts to enhance student learning motivation. Compared to traditional teaching settings, in which students are passive and knowledge-receiving learners, the E-learning approach is more engaging and efficient in supporting students' learning, but lacks an interactive process (González, [<reflink idref="bib8" id="ref1">8</reflink>]). Chang et al. ([<reflink idref="bib2" id="ref2">2</reflink>]) indicated that virtual reality (VR) is a potentially helpful education tool, and VR provides an interactive and simulated environment that can transform students into active learners. Furthermore, some studies also advocated that VR can increase learners' engagement and active learning because VR creates more immersive and interactive learning contexts (Chen, [<reflink idref="bib3" id="ref3">3</reflink>]; Perez-Ramirez et al., [<reflink idref="bib16" id="ref4">16</reflink>]).</p> <p>E-learning systems optimise students' and teachers' learning and teaching processes, which helps to overcome drawbacks associated with traditional educational methods. The use of e-learning is vast and continues to grow. VR-based learning systems unite two main areas: e-learning, which is a timely and convenient learning method, and VR-based learning systems, which feature immersion, interaction, and imagination. Though previous studies have explored e-learning and digital technology in teaching and learning contexts, few educators pay attention to the application of VR-based learning systems in higher education, and little literature explores the influence of VR-based learning systems on students. Hence, this study investigates the factors that influence individuals' behaviour in a visionary, interactive, and engaging 3D environment combined with an e-learning approach.</p> <p>The Technology Acceptance Model (TAM) is a robust model for analysing users' technology adoption and e-learning acceptance. TAM focuses on the effects of utilitarian motivation. However, hedonic motivation is also an important factor in individuals' adoption. Van der Heijden ([<reflink idref="bib21" id="ref5">21</reflink>]) proposed an extended TAM incorporating three important antecedents, i.e. utilitarian motivation – perceived usefulness (PU) and perceived ease of use (PEOU), hedonic motivation – perceived enjoyment (PE). VR-based learning systems belong to a kind of technological applications and have interesting and entertaining properties. Therefore, the extended TAM is suitable as the theoretical basis.</p> <p>Individual differences are user characteristics that include personality traits, demographic variables, and experience. Some studies show that individual differences are important antecedents affecting behavioural beliefs and can be integrated into TAM for increasing explanatory power (Şahin et al., [<reflink idref="bib18" id="ref6">18</reflink>]; Zhang et al., [<reflink idref="bib23" id="ref7">23</reflink>]).</p> <p>Personality traits are one of the important individual differences. They are manifested in behaviour and are found to have influences on students' behavioural intention (Bazkiaei et al., [<reflink idref="bib1" id="ref8">1</reflink>]; Smiderle et al., [<reflink idref="bib19" id="ref9">19</reflink>]). IT use can cause repetitive strain injury, musculoskeletal disorders, discomfort, and vision syndromes. The discomfort and healthy trauma should be concerned in VR adoption and use (Dehghani et al., [<reflink idref="bib6" id="ref10">6</reflink>]; Herz & Rauschnabel, [<reflink idref="bib11" id="ref11">11</reflink>]; Lin et al., [<reflink idref="bib13" id="ref12">13</reflink>]).</p> <hd id="AN0174389834-3">Virtual reality-based learning systems</hd> <p>The concept of VR was originally proposed as a triangle displayed by a computer that showed mathematical phenomena as part of our own natural world. VR is defined as a computer-generated simulation of a three-dimensional image or artificial environment experienced by the user through sensory stimuli, with which it is possible to interact in a natural manner using a helmet with a screen inside and electronic tools (Chang et al., [<reflink idref="bib2" id="ref13">2</reflink>]; Perez-Ramirez et al., [<reflink idref="bib16" id="ref14">16</reflink>]; Radianti et al., [<reflink idref="bib17" id="ref15">17</reflink>]).</p> <p>E-learning with immersive VR-based learning systems involves students experiencing a virtual environment in which they can act directly; this system makes learning more interactive and realistic (Radianti et al., [<reflink idref="bib17" id="ref16">17</reflink>]). VR-based learning systems offer a rich sensory experience that presents an innovative and fresh approach to satisfy technologists and students. VR systems can effectively stimulate students' interest in different subject areas, such as medical surgery and industrial design (Perez-Ramirez et al., [<reflink idref="bib16" id="ref17">16</reflink>]). VR-based learning systems are engaging and exciting developments in the education contexts.</p> <hd id="AN0174389834-4">Theoretical background and hypotheses</hd> <p></p> <hd id="AN0174389834-5">Extended TAM</hd> <p>The purpose of TAM is to elucidate individual behaviour towards the adoption of technology. TAM posits PU and PEOU are fundamental determinants of IT acceptance. (Davis, [<reflink idref="bib5" id="ref18">5</reflink>]). The former was the degree to which a person believes using a particular system would enhance his/her job performance, while the latter was as the degree to which a person believes that using a particular system would be free of effort. However, TAM only focuses on the utilitarian motivation. Therefore, Van der Heijden ([<reflink idref="bib21" id="ref19">21</reflink>]) proposed an extended TAM including another important antecedent – perceived enjoyment (PE) from a hedonic perspective. PE refers to the extent to which the activity of using IT is perceived to be enjoyable. According to the assertions of extended TAM, this study hypothesises:</p> <p>H1. PU, PEOU, and PE positively affect BI.</p> <p>H2. PEOU positively affects PU and PE.</p> <hd id="AN0174389834-6">Big five personality traits</hd> <p>Extraversion refers to warmth, gregariousness, assertiveness, excitement seeking, and positive emotions (Costa & McCrae, [<reflink idref="bib4" id="ref20">4</reflink>]). Extroverted students tend to be skilled in play, gesturally expressive, enthusiastic (McCrae & John, [<reflink idref="bib14" id="ref21">14</reflink>]), and have a goal learning orientation. Wang et al. ([<reflink idref="bib22" id="ref22">22</reflink>]) found that extroverted students tend to like interacting via IT techniques with others. Therefore, extroverted students are likely to find VR-based learning systems more useful and interesting in their learning. Hence, this study hypothesises:</p> <p>H3. Extraversion positively affects PU and PE.</p> <p>Conscientiousness refers to competence, order, dutifulness, achievement striving, self-discipline, and deliberating (Costa & McCrae, [<reflink idref="bib4" id="ref23">4</reflink>]). Conscientious students tend to avoid engaging in Internet usage. Accordingly, this study assumes that conscientious students may be interested in VR-based learning system use because they see it as a useful tool to increase learning efficiency. On this basis, this study hypothesises:</p> <p>H4 Conscientiousness positively affects PU and PE.</p> <p>Openness to experience is related to fantasy, aesthetics, feelings, actions, ideas, and values. Therefore, individuals with openness to experience usually have broad interests and are imaginative and curious (Costa & McCrae, [<reflink idref="bib4" id="ref24">4</reflink>]). In view of the preceding literature, students who are open to experience are likely to be more curious about VR-based learning systems, which are new, fancy, and exciting. Thus, this study posits:</p> <p>H5. Openness to experience positively affects PU and PE.</p> <p>Agreeableness refers to people who have the tendency to be kind, considerate, flexible, optimistic, and good-natured (Costa & McCrae, [<reflink idref="bib4" id="ref25">4</reflink>]). Agreeable personalities are more likely to be accommodating and cooperative when asked to adopt a new technology (Devaraj et al., [<reflink idref="bib7" id="ref26">7</reflink>]). Therefore, agreeable individuals are inclined to perceive a new technology as useful. Agreeableness was observed to have a positive effect on PE (Wang et al., [<reflink idref="bib22" id="ref27">22</reflink>]). Thus, this study hypothesises:</p> <p>H6. Agreeableness positively affects PU and PE.</p> <p>Neuroticism refers to an individual's tendency to be emotional unstable, worried, prone to stress, angry and hostile. Neurotic individuals are less willing to try a change or an innovation (Gupta, [<reflink idref="bib9" id="ref28">9</reflink>]) and are more likely to suffer from computer anxiety and feel frustrated in their computer interactions. When faced with new changes or situations, neurotic individuals usually have negative reactions and have difficulty relaxing and enjoying their advantages (Devaraj et al., [<reflink idref="bib7" id="ref29">7</reflink>]). This study therefore posits:</p> <p>H7. Neuroticism negatively affects PU and PE.</p> <hd id="AN0174389834-7">PPVITU</hd> <p>Excessive computer usage is likely to lead to IT-related health risks, such as eye strain, tension headache, lower backache, and psychosocial stress. Computer users who spend more time working at the screen or being exposed daily to long hours of computer work are associated with neck, wrist, shoulder, and elbow symptoms, and musculoskeletal disorders (Stanam et al., [<reflink idref="bib20" id="ref30">20</reflink>]). LaViola ([<reflink idref="bib12" id="ref31">12</reflink>]) specified that VR users can develop symptoms of motion sickness and cybersickness including eye strain, headaches, sweating, dryness of mouth, nausea, and vomiting due to visual stimulation. Lin et al. ([<reflink idref="bib13" id="ref32">13</reflink>]) described these common IT use symptoms as personal susceptibility to pain/discomfort and physical symptoms. In addition, they defined the relationship of VR-based learning system use and physical health as PPVITU. There are four components of PPVITU: visual discomfort, musculoskeletal discomfort: limb pain, head discomfort, and musculoskeletal discomfort: neck, shoulder, and back pain. PPVITU will hinder users' perceptions on ease of IT use. Thus, this study posits:</p> <p>H8. The four PPVITU components negatively affect PEOU.</p> <hd id="AN0174389834-8">Method</hd> <p></p> <hd id="AN0174389834-9">Measures</hd> <p>The measures were adapted from the pertinent literature and refined for the VR-based learning system. The study employed 7-point Likert-type scales ranging from "strongly disagree' to 'strongly agree' to measure all constructs. The items measuring five personality traits were derived from the works of Wang et al. ([<reflink idref="bib22" id="ref33">22</reflink>]) and Zhou and Lu ([<reflink idref="bib24" id="ref34">24</reflink>]). The 17 items of PPVITU were based on Lin et al. ([<reflink idref="bib13" id="ref35">13</reflink>]). The measures for PU, PEOU, and BI were based on Davis ([<reflink idref="bib5" id="ref36">5</reflink>]). The four-item construct of PE was modified from Van der Heijden ([<reflink idref="bib21" id="ref37">21</reflink>]).</p> <hd id="AN0174389834-10">Sample and data collection</hd> <p>The data was collected using online survey procedure. As the focus of this study was to explore university students' perceptions and BI regarding VR-based learning systems, respondents needed to be university students and have experience with VR systems. A total of 154 questionnaires were received, of which five were eliminated because of incomplete answers. This left 149 useful responses for analysis. 39.6% of the respondents were female, 60.4% male, and most of the respondents were 18 to 26 years old.</p> <hd id="AN0174389834-11">Data analysis method</hd> <p>The partial least squares structural equation method (PLS-SEM) was used to analyse the empirical data. To reduce potential confounding effects from the sample demographics and distribution, gender and age were treated as control variables. They were hypothesised to have direct influences on behavioural intention.</p> <hd id="AN0174389834-12">Data analysis and results</hd> <p></p> <hd id="AN0174389834-13">Measurement model</hd> <p>Measurement model was assessed based on reliability and validity. As shown in Table 1, the values of composite reliability for all constructs exceeded the recommended value of 0.7, supporting internal consistency. Convergent validity exists when the outer loading is greater than 0.7 and average variance extracted (AVE) exceeds 0.5 (Hair et al., [<reflink idref="bib10" id="ref38">10</reflink>]). As Table 1 shows, all outer loadings except one item (VD5. I felt eye pain during or after IT product use) are above 0.70. The loading of VD5 is not too low (0.66) and the item is an important indicator of visual discomfort. Therefore, VD 5 is retained.</p> <p>Table 1. Reliability and validities.</p> <p> <ephtml> <table><thead><tr><td>Constructs</td><td>Item Numbers</td><td>Outer Loading</td><td>Composite Reliability</td><td>AVE</td></tr></thead><tbody><tr><td>Extraversion</td><td>3</td><td>0.78 ~ 0.96</td><td>0.92</td><td>0.80</td></tr><tr><td>Conscientiousness</td><td>3</td><td>0.88 ~ 0.95</td><td>0.93</td><td>0.82</td></tr><tr><td>Openness</td><td>3</td><td>0.86 ~ 0.91</td><td>0.92</td><td>0.79</td></tr><tr><td>Agreeableness</td><td>3</td><td>0.76 ~ 0.88</td><td>0.88</td><td>0.70</td></tr><tr><td>Neuroticism</td><td>3</td><td>0.86 ~ 0.93</td><td>0.91</td><td>0.78</td></tr><tr><td>Visual discomfort</td><td>6</td><td>0.66 ~ 0.94</td><td>0.92</td><td>0.65</td></tr><tr><td>Limb pain</td><td>5</td><td>0.78 ~ 0.91</td><td>0.92</td><td>0.70</td></tr><tr><td>Head discomfort</td><td>3</td><td>0.74 ~ 0.97</td><td>0.90</td><td>0.76</td></tr><tr><td>Neck, shoulder, and back pain</td><td>3</td><td>0.88 ~ 0.93</td><td>0.93</td><td>0.81</td></tr><tr><td>PU</td><td>4</td><td>0.83 ~ 0.92</td><td>0.93</td><td>0.78</td></tr><tr><td>PE</td><td>4</td><td>0.80 ~ 0.90</td><td>0.91</td><td>0.72</td></tr><tr><td>PEOU</td><td>4</td><td>0.81 ~ 0.89</td><td>0.92</td><td>0.74</td></tr><tr><td>BI</td><td>3</td><td>0.79 ~ 0.87</td><td>0.88</td><td>0.71</td></tr></tbody></table> </ephtml> </p> <p>The Heterotrait-Monotrait (HTMT) ratio was used to evaluate the discriminant validity. All HTMT ratios were below the threshold value of 0.85, justifying discriminant validity.</p> <hd id="AN0174389834-14">Structural model and hypotheses testing</hd> <p>The hypotheses were tested by assessing the structural model. Figure 1 shows results of the structural model. Because of the exploratory nature, the significance level was extended to 0.1 suggested by Hair et al. ([<reflink idref="bib10" id="ref39">10</reflink>]).</p> <p>Graph: Figure 1. Results of structural model.</p> <p>The model explained 62% of BI variance. Concerning Hypothesis 1, PU and PE were found to have significantly positive influences on BI. However, PEOU was found to have no significant effect on BI.</p> <p>Fifty-three percent of PU variance and 43% of PE variance were explained in the model. As expected, the effects of PEOU on PU and PE were positive and significant (i.e. Hypothesis 2 was supported).</p> <p>Concerning Hypotheses 3–7, three personality traits (extraversion, conscientiousness, and neuroticism) significantly affect PU, and two personality traits (agreeableness and neuroticism) significantly affect PE. As expected, the results show that extraversion positively affects PU, and agreeableness positively affects PE. However, the impacts of conscientiousness and neuroticism are contrary to hypothetical directions. The results show that: (<reflink idref="bib1" id="ref40">1</reflink>) Conscientiousness negatively influences PU, (<reflink idref="bib2" id="ref41">2</reflink>) Neuroticism positively influences PU and PE.</p> <p>The model explained 12% of PEOU variance. Only one of the four PPVITU dimensions, musculoskeletal discomfort: neck, shoulder, and back pain, was found to have a significant effect on PEOU. Surprisingly, the effect was positive.</p> <hd id="AN0174389834-15">Discussions</hd> <p>As expected, PU and PE have significantly positive effects on BI. The findings are consistent with previous IT-acceptance studies. The determinants of IT behavioural intention are mainly divided into two categories, utilitarian motivation and hedonic motivation. PU focuses on utilitarian motivation and PE focuses on hedonic motivation. Furthermore, unlike most previous studies, this study found that the effects of PU and PE on behavioural intention are similar (β = 0.43 and 0.41). One reason for this result is that VR-based learning systems have both learning and entertainment effects. Therefore, students may attach equal importance to utilitarian and hedonic values. When students think the VR-based learning system is interesting and helpful to their learning, they will have a higher willingness to use it.</p> <p>This study found that PEOU has no significantly direct influence on BI. This is likely because this study used a sample of university students. Most of them have rich experiences and skills in operating IT and VR systems. Therefore, operating the VR-based learning system is not an issue for them.</p> <p>However, this study found that PEOU has significant influences on PU and PE. If the VR-based learning systems are too difficult to use and learn, and the user interface is unfriendly, this will hinder PU and PE. VR-based learning systems developers should pay attention to these influences. To enhance the level of students' PU and PE, educators may design easier panels, interactive scenarios and systems, and more interesting simulations to facilitate learning in their courses.</p> <p>The results show that extraversion positively affects PU. Extraverted individuals are more ambitious, competitive, and energetic. They have a more positive attitude and are more willing to try new technology for enhancing performance and competitiveness. Therefore, they are more inclined to regard VR-based learning systems as a useful way to learn.</p> <p>Surprisingly, contrary to the hypothesised direction, this study found that conscientiousness has a significant negative impact on PU. This finding is inconsistent with the findings of previous studies. It could be that the special characteristics of VR-based learning systems and the personality traits of conscientious individuals conflict. VR-based learning systems are characterised as fun, lively, interactive, flexible, and nonlinear. However, conscientious individuals are cautious, deliberate, concerned with details, follow an order, and tend to make plans first and then commit to them (Zhou & Lu, [<reflink idref="bib24" id="ref42">24</reflink>]). Furthermore, conscientious students prefer structured activities and the reading learning style to gain knowledge. Therefore, conscientious students are less likely to think VR-based learning systems are useful for increasing learning efficiency.</p> <p>This study found that agreeableness has a significantly positive effect on PE. Agreeable individuals are optimistic, flexible, accommodating, and altruistic. Agreeableness is negatively related to computer anxiety and focuses more on positive dimensions when adopting a new technology (Devaraj et al., [<reflink idref="bib7" id="ref43">7</reflink>]). Therefore, students that are agreeable are more likely to feel playful in VR-based learning systems. As Wang et al. ([<reflink idref="bib22" id="ref44">22</reflink>]) suggest, educators can take advantage of the positive relationship between agreeableness and PE, and the altruistic characteristic of agreeableness in promoting the use of VR-based learning systems. They can first evaluate and understand each student's personality traits, and then encourage students with agreeableness personality to use VR-based learning systems. These agreeable students will enjoy sharing their fun experiences with others.</p> <p>Surprisingly, contrary to the hypothesised direction, this study found that neuroticism has significant positive impacts on PU and PE. The findings are different from previous studies (Devaraj et al., [<reflink idref="bib7" id="ref45">7</reflink>]). Neurotic individuals are usually emotionally unstable, self-conscious, and uncomfortable. Because VR-based learning systems are more interface-friendly, learners have less learning and social pressure. Neurotic students may find VR-based learning systems more useful than traditional learning methods. Furthermore, the easy, fun, and stress-free learning situations created by VR-based learning systems also make neurotic students feel that learning is enjoyable.</p> <p>The three dimensions (visual discomfort, musculoskeletal discomfort: limb pain, and head discomfort) among four PPVITU components were found to have no significant effects on PEOU. The participants of this study were all university students with a low mean age (μ = 20.52). Younger individuals may be too young to sense their own physiological vulnerability. More frequent health complaints from adult computer users are expected at higher ages (Palm et al., [<reflink idref="bib15" id="ref46">15</reflink>]). Therefore, most PPVITU components have no significant effects on PEOU. Palm et al. also indicated that most students are unaware of potential physiological disorders associated with IT use. Educators who use IT techniques such as computers or VR systems should draw students' attention to these possibilities and remind them of suggested limits regarding the frequency of use and time.</p> <p>Only the 'musculoskeletal discomfort: neck, shoulder, and back pain' dimension has a significant impact on PEOU. Surprisingly, the impact was positive. When students have neck, shoulder, and back pain due to excessive use of IT, they will be more uncomfortable when they move on to reading traditional books or using e-learning via personal computers, laptops, and mobile phones. If they use VR-based learning systems to learn at this time, it will be a more relaxed and soothing way for them. Therefore, 'musculoskeletal discomfort: neck, shoulder, and back pain' has a positive influence on PEOU.</p> <hd id="AN0174389834-16">Conclusions and limitations</hd> <p>This study confirms that the extended TAM factors of PU and PE are significant determinants of BI to accept VR-based learning systems, and PEOU significantly influences both determinants.</p> <p>Further, the results indicate that personality traits can influence PU and PE. Agreeableness and neuroticism were found to have significant impacts on PE. Extraversion, conscientiousness, and neuroticism were found to have significant effects on PU. These findings suggest that both educators and practitioners can consider designing VR-based learning systems with easy, useful, and enjoyable functions. In turn, students may exhibit increased learning motivation and improved learning efficiency with VR systems. In addition, educators and practitioners may improve VR systems by adding novel and attractive properties to raise users' learning motivation.</p> <p>This study also has several limitations that future researchers should consider. First, this study had a small sample size that was predominantly male. The non-significant direct effect of PEOU on BI and the non-significant effects of three PPVITU components on PEOU may be the result of the gender variable. PEOU may be more important to women than men in IT adoption decision. Further research could consider using a larger and more balanced sample. Second, this study included the hedonic factor of PE in extended TAM. However, other potential determinants of BI may also be important, such as perceived importance, goal expectancy, and social influence. Third, this study did not include all of the individual differences. We encourage future researchers to examine and include other individual differences such as computer self-efficacy, domain knowledge, intelligence, education background, and personal innovation in IT. Furthermore, future research can compare the influences of individual differences and belief factors by age group.</p> <hd id="AN0174389834-17">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <p>Correction Statement</p> <p>This article has been corrected with minor changes. These changes do not impact the academic content of the article.</p> <ref id="AN0174389834-18"> <title> References </title> <blist> <bibl id="bib1" idref="ref8" type="bt">1</bibl> <bibtext> Bazkiaei, H. A., Heng, L. H., Khan, N. U., Saufi, R. B. A., & Kasim, R. S. R. (2020). Do entrepreneurial education and big-five personality traits predict entrepreneurial intention among universities students? 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Understanding the diffusion of virtual reality glasses: The role of media, fashion and technology. Technological Forecasting and Social Change, 138, 228 – 242. https://doi.org/10.1016/j.techfore.2018.09.008</bibtext> </blist> <blist> <bibtext> LaViola, J. J., Jr. (2000). A discussion of cybersickness in virtual environments. ACM SIGCHI Bulletin, 32 (1), 47 – 56. https://doi.org/10.1145/333329.333344</bibtext> </blist> <blist> <bibtext> Lin, -H.-H., Wang, -Y.-Y., Wang, Y.-S., & Wang, Y.-M. (2020). Measuring perceived physiological vulnerability to IT usage: An initial test in a virtual reality-based learning environment. Interactive Learning Environments, 28 (7), 831 – 846. https://doi.org/10.1080/10494820.2018.1545672</bibtext> </blist> <blist> <bibtext> McCrae, R. R., & John, O. P. (1992). An introduction to the five-factor model and its applications. 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Smart Learning Environments, 7 (1), 1 – 11. https://doi.org/10.1186/s40561-019-0098-x</bibtext> </blist> <blist> <bibtext> Stanam, A., Golla, V., Vasa, S. J., & Taylor, R. D. (2019). Exposure to computer work and prevalence of musculoskeletal symptoms among university employees: A cross-sectional study. Journal of Environmental Health, 81 (7), 14 – 18. https://<ulink href="http://www.proquest.com/docview/2186951151/fulltextPDF/2E1FFAFC6124769PQ/1?accountid=12721">www.proquest.com/docview/2186951151/fulltextPDF/2E1FFAFC6124769PQ/1?accountid=12721</ulink>.</bibtext> </blist> <blist> <bibtext> Van der Heijden, H. (2004). User acceptance of hedonic information systems. MIS Quarterly, 28 (4), 695 – 704. https://doi.org/10.2307/25148660</bibtext> </blist> <blist> <bibtext> Wang, Y.-S., Lin, -H.-H., & Liao, Y.-W. (2012). Investigating the individual difference antecedents of perceived enjoyment in students' use of blogging. British Journal of Educational Technology, 43 (1), 139 – 152. https://doi.org/10.1111/j.1467-8535.2010.01151.x</bibtext> </blist> <blist> <bibtext> Zhang, Q., Yang, X. J., & Robert, L. P., Jr. (2022). Individual differences and expectations of automated vehicles. International Journal of Human–Computer Interaction, 38 (9), 825 – 836. https://doi.org/10.1080/10447318.2021.1970431</bibtext> </blist> <blist> <bibtext> Zhou, T., & Lu, Y. (2011). The effects of personality traits on user acceptance of mobile commerce. International Journal of Human-Computer Interaction, 27 (6), 545 – 561. https://doi.org/10.1080/10447318.2011.555298</bibtext> </blist> </ref> <aug> <p>By Yu-Min Wang; Wan-Ching Chiu; Hsin-Hui Lin; Yi-Shun Wang; Yu-Yin Wang and I-Fan Chen</p> <p>Reported by Author; Author; Author; Author; Author; Author</p> <p></p> <p>Yu-Min Wang is a Professor in the Department of Information Management at National Chi Nan University, Taiwan. He has over 6 years of IT experiences in various organisations and positions. He received his Ph.D. degree in information management from National Sun Yat-Sen University of Taiwan in 2004. His main research interests include e-learning, business and technology education, IT-supported teaching and learning, and user acceptance and outcome assessment of information technologies. His research has been published in several refereed journals, including Computers & Education, Computers in Human Behavior, Interactive Learning Environments, Information & Management, Electronic Commerce Research and Applications, Technological Forecasting & Social Change, Journal of Information Science, International Journal of Mobile Communications, International Journal of Service Industry Management, Psychological Reports, International Journal of Human-Computer Interaction, Journal of Computer Information Systems, Computers in Industry, CyberPsychology & Behavior, International Journal of Human Resource Management, International Journal of Technology Management, The Service Industries Journal, and Information Systems and e-Business Management. He is currently serving as a Chairman for the Research Discipline of Applied Science Education in the Ministry of Science and Technology of Taiwan.</p> <p>Wan-Ching Chiu is a post-doctoral fellow at National Taichung Unversity of Science and Technology, Taiwan. She received her Ph.D. in Business Education from National Changhua University of Education, Taiwan. Her current research interests include information and educational technology adoption, online consumer behaviour, and business education. Her work has been published in academic journals such as Asia-Pacific Education Researcher, Journal of Management Research, and Management Research.</p> <p>Hsin-Hui Lin is a Professor in the Department of Distribution Management at National Taichung University of Science and Technology, Taiwan. She received her Ph.D. in Business Administration from National Taiwan University of Science and Technology. Her current research interests include electronic commerce, service marketing, online user behavior, and customer relationship management. Her work has been published in academic journals such as Academy of Management Learning & Education, Computers & Education, British Journal of Educational Technology, Interactive Learning Environments, Information & Management, Information Systems Journal, International Journal of Information Management, Internet Research, Managing Service Quality, Service Industries Journal, Computers in Human Behavior, Journal of Global Information Management, Information Systems and e-Business Management, and Journal of Educational Computing Research."</p> <p>Yi-Shun Wang is a Distinguished Professor in the Department of Information Management at the National Changhua University of Education, Taiwan. He received his Ph.D. in MIS from National Chengchi University, Taiwan. His current research interests include information and educational technology adoption strategies, IS success models, online user behaviour, knowledge management, Internet entrepreneurship education, and e-learning. He has published papers in journals such as Academy of Management Learning and Education, Computers & Education, British Journal of Educational Technology, Interactive Learning Environments, Internet Research, Journal of Educational Computing Research, Information Systems Journal, Information & Management, International Journal of Information Management, Government Information Quarterly, Internet Research, Journal of Business Research, Journal of Retailing and Consumer Services, International Journal of Human-Computer Interaction, Information Technology and People, Information Technology and Management, Computers in Human Behavior, Thinking Skills and Creativity , among others. He is the former Chairman for the Research Discipline of Applied Science Education in the Ministry of Science and Technology of Taiwan.</p> <p>Yu-Yin Wang is an assistant professor in the Department of Computer Science and Information Management at Providence University, Taiwan. She received her PhD in information management from National Sun Yat-sen University. Her current research interests include mobile learning, technology upgrade model, and educational technology success. She has published articles in Interactive Learning Environment, Information Technology & People, Internet Research, Behaviour & Information Technology, and International Journal of Information Management.</p> <p>I-Fan Chen received her master's degree in Information Management from National Cheng Kung University, Taiwan and her bachelor's degree in Information Management from National Changhua University of Education, Taiwan. Her current research interests include information and educational technology acceptance and online user behaviour. She has ever served as a principal investigator of the university student project in the Ministry of Science and Technology of Taiwan.</p> </aug> <nolink nlid="nl1" bibid="bib16" firstref="ref4"></nolink> <nolink nlid="nl2" bibid="bib21" firstref="ref5"></nolink> <nolink nlid="nl3" bibid="bib18" firstref="ref6"></nolink> <nolink nlid="nl4" bibid="bib23" firstref="ref7"></nolink> <nolink nlid="nl5" bibid="bib19" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib11" firstref="ref11"></nolink> <nolink nlid="nl7" bibid="bib13" firstref="ref12"></nolink> <nolink nlid="nl8" bibid="bib17" firstref="ref15"></nolink> <nolink nlid="nl9" bibid="bib14" firstref="ref21"></nolink> <nolink nlid="nl10" bibid="bib22" firstref="ref22"></nolink> <nolink nlid="nl11" bibid="bib20" firstref="ref30"></nolink> <nolink nlid="nl12" bibid="bib12" firstref="ref31"></nolink> <nolink nlid="nl13" bibid="bib24" firstref="ref34"></nolink> <nolink nlid="nl14" bibid="bib10" firstref="ref38"></nolink> <nolink nlid="nl15" bibid="bib15" firstref="ref46"></nolink>
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  Data: Determinants of Students' Adoption of Virtual Reality-Based Learning Systems: An Individual Difference Perspective
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  Data: <searchLink fieldCode="AR" term="%22Yu-Min+Wang%22">Yu-Min Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2096-6801">0000-0002-2096-6801</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wan-Ching+Chiu%22">Wan-Ching Chiu</searchLink><br /><searchLink fieldCode="AR" term="%22Hsin-Hui+Lin%22">Hsin-Hui Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Yi-Shun+Wang%22">Yi-Shun Wang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0161-5520">0000-0002-0161-5520</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yu-Yin+Wang%22">Yu-Yin Wang</searchLink><br /><searchLink fieldCode="AR" term="%22I-Fan+Chen%22">I-Fan Chen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Innovations+in+Education+and+Teaching+International%22"><i>Innovations in Education and Teaching International</i></searchLink>. 2024 61(1):143-153.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Body%22">Human Body</searchLink><br /><searchLink fieldCode="DE" term="%22Pain%22">Pain</searchLink><br /><searchLink fieldCode="DE" term="%22Equipment+Utilization%22">Equipment Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Vision%22">Vision</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Traits%22">Personality Traits</searchLink><br /><searchLink fieldCode="DE" term="%22Physiology%22">Physiology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink>
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  Data: This study investigates the individual difference antecedents of students' behavioural intention to use VR-based learning systems, especially from an integrated perspective of Big Five personality traits and perceived physiological vulnerability to IT use (PPVITU). Data collected from 149 respondents are tested against the research model using the partial least squares structural equation method (PLS-SEM). The results indicate that extraversion and neuroticism positively affect perceived usefulness, conscientiousness negatively influences usefulness, and agreeableness and neuroticism have positive effects on perceived enjoyment. Furthermore, this study finds that musculoskeletal discomfort: neck and shoulder back pain (one PPVITU component) positively influences perceived ease of use. The findings of this study provide several important theoretical and practical implications for promoting VR-based learning system use behaviour.
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