家长对使用虚拟现实技术学习数学的看法:确定接受创新技术的因素

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mei-Shiu Chiu, Meihua Zhu
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引用次数: 0

摘要

虚拟现实技术(VR)已经变得越来越重要,也越来越普及。然而,家长对将虚拟现实用于教育目的(即教育虚拟现实(EVR))的态度却研究不足。本研究以数学学习为重点,调查了家长对使用 EVR 的看法和体验。以技术接受模型(TAM)为指导框架,对来自 10 个家庭(15 名受访者)的家长及其子女进行了定性访谈。参与者与一款虚拟现实严肃游戏进行了互动,解决了 12 个数学问题,随后进行了访谈。定性数据分析揭示了影响家长接受 VR 教育的四个主要因素:认知-发展、情感-物理、技术和情境/时间方面。原始 TAM 的积极因素(有用性和易用性)得到了验证,而本研究则对模型进行了扩展,纳入了 VR 特有的新的积极因素(如兴趣)和消极因素(如健康风险)。对文献的新贡献包括有争议的因素(如对 2D 或 3D 的偏好和心理效应)和积极因素(如大流行背景、亲子视角和操作工具)。这些研究结果不仅有助于推动电子虚拟现实接受理论的发展,还为电子虚拟现实设计、家长参与教育活动以及向教育工作者和政策制定者介绍教育技术的不同观点提供了有价值的信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Parents’ perspectives on using virtual reality for learning mathematics: Identifying factors for innovative technology acceptance

Parents’ perspectives on using virtual reality for learning mathematics: Identifying factors for innovative technology acceptance

Virtual reality (VR) has gained prominence and a growing prevalence. However, parental attitudes toward using VR for educational purposes (i.e., educational VR (EVR)) are under-researched. This study investigates parents’ perceptions and experiences regarding the use of EVR, focussing on mathematics learning. Using the technology acceptance model (TAM) as a guiding framework, qualitative interviews with parents and their children from ten families (15 interviewees) were conducted. The participants interacted with a VR serious game, solving 12 mathematical problems, followed by interviews. Qualitative data analysis reveals four main factors influencing parents’ acceptance of educational VR: cognitive-developmental, affective-physical, technical, and contextual/chronological aspects. The original TAM's positive factors (usefulness and ease) are validated, while this study extends the model to include new positive (e.g., interest) and negative factors (e.g., health risks) specific to VR. Novel contributions to the literature include controversial factors (e.g., preference for 2D or 3D and mental effects) and positive factors (e.g., pandemic context, parent–child perspectives, and manipulatives). These findings not only contribute to the advancement of theory in EVR acceptance, but also provide valuable information for EVR design, parental involvement in educational initiatives, and informing educators and policymakers about diverse perspectives on educational technology.

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来源期刊
Education and Information Technologies
Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.70%
发文量
610
期刊介绍: The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts.  The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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