Pre-service teachers' intention to use MUVES as practitioners - A structural equation modeling approach

Abstract

Aim/Purpose The study examines the effectiveness of university courses in shaping pre-service teachers' intention to use 3D multi-user virtual environments (MUVEs) when they become practicing teachers. Background Four variables (perceived usefulness, perceived ease of use, self-efficacy, and attitude toward use), as well as behavioral intention to use MUVEs, were used to build a research model that extended the Technology Acceptance Model, and structural equation modeling was used for parameter estimation and model test-ing. Methodology Self-reported data was gathered from 325 pre-service teachers studying at the Department of Primary School Education at the University of the Aegean in Greece. Contribution The study demonstrated the applicability of the TAM as a model that can ade-quately explain pre-service teachers' intention to use MUVEs as practicing teachers. Findings Results analyses revealed a good model fit and, overall, 64% of the variance in behavioral intention was explained. Perceived usefulness and perceived ease of use were the most influential factors. Recommendations for Practitioners In order to increase the odds of a successful use of MUVEs in educational set-tings, institutions need to address specific organizational factors that will posi-tively influence pre-service teachers' intentions to use them and provide experi-ences relevant to that technology. Also, more emphasis is needed on the usabil-ity of MUVEs.