Students’ perceptions of the use of VR in physics learning: behavioural intention analysis based on differences in gender, age, and experience

Abstract

Physics is often perceived as a difficult subject due to its abstract nature, which calls for innovative media such as virtual reality (VR) to enhance students’ conceptual understanding. This study aims to analyse students’ perceptions of VR in physics learning and to identify factors influencing behavioural intention (BI) based on differences in gender, age, and prior VR experience. A quantitative survey with a cross-sectional design involved 213 physics education students at a state university in Tasikmalaya, Indonesia. The research instrument was a questionnaire measuring performance expectancy (PE), effort expectancy (EE), social influence (SI), and BI, analysed using structural equation modelling with SmartPLS version 4.0.9.9. The results show that, overall, students have a positive perception of VR use (average 73%, categorized as high). All three constructs—PE, EE, and SI—significantly influenced BI, with PE emerging as the strongest predictor. Multi-group analysis revealed that gender and age did not moderate the relationships among the variables, while prior experience with VR in physics learning significantly strengthened the predictive relationships with BI. The findings highlight the importance of improving infrastructure, providing teacher training, and fostering social support to enhance VR adoption in physics learning, while also offering valuable insights for policymakers and educational technology developers.