Virtual Reality in Education 4.0: Pre-Service Teachers’ Technology Readiness and Behavioral Intention

Abstract

Education 4.0 is majorly characterized by emerging technologies like artificial intelligence (AI), virtual reality (VR), augmented reality (AR), the Internet of Things (IoT), and gamification, among others, to create personalized and interactive learning experiences. These emerging technologies place pre-service teachers who belong to the generation of digital natives at the forefront of implementing this transformative instructional process. VR, as an emerging technology, enables users to interact with and explore three-dimensional space, providing an immersive experience. The effectiveness of integrating emerging technologies into instructional activities relies heavily on the readiness of pre-service teachers to adapt and implement these tools seamlessly. This study, therefore, investigates the influence of pre-service teachers’ technology readiness on their intention to utilize VR through the lens of planned behavior theory. The study sampled 139 pre-service teachers from southwestern Nigeria specializing in mathematics, sciences, and technology. Partial least square structural equation modeling was used to analyze data collected through an online survey. The results showed that pre-service teachers’ attitudes toward VR significantly influence their intention to use it. Additionally, technology readiness influences their perceived behavioral control (PBC), subjective norms, and intention to use VR but does not influence their attitude toward VR. Furthermore, PBC influences their attitudes toward VR but not their intention to use it. Subjective norms also influence their PBC and attitudes toward VR yet do not influence the intention to use VR. Overall, the model explains 68.5% of the variance in the intention to use VR, establishing a positive association between the constructs. Therefore, teacher education programs should adopt innovative initiatives to enhance pre-service teachers’ technological readiness and foster a collaborative environment, ensuring their relevance and effectiveness in Education 4.0.