TY - JOUR
T1 - How Motion-Control Influences a VR-Supported Technology for Mental Rotation Learning
T2 - From the Perspectives of Playfulness, Gender Difference and Technology Acceptance Model
AU - Lin, Po Han
AU - Yeh, Shih Ching
N1 - Publisher Copyright:
© 2019, © 2019 Taylor & Francis Group, LLC.
PY - 2019/11/8
Y1 - 2019/11/8
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85061770797&partnerID=8YFLogxK
U2 - 10.1080/10447318.2019.1571784
DO - 10.1080/10447318.2019.1571784
M3 - 期刊論文
AN - SCOPUS:85061770797
SN - 1044-7318
VL - 35
SP - 1736
EP - 1746
JO - International Journal of Human-Computer Interaction
JF - International Journal of Human-Computer Interaction
IS - 18
ER -