Understanding Underserved Student Perceptions of Virtual Reality With Technology Acceptance Model

Abstract

This study examines the perceptions and acceptance of virtual reality (VR) technology among underserved students through the Technology Acceptance Model (TAM), the influence of social interactions, and the impact of a solar system–related VR activity. The study found that VR activities generally enhanced acceptance, with perceived enjoyment being the most influential factor, while perceived usefulness had the least impact. Strong social ties led students to value social interaction features, although these same students found VR less enjoyable. The solar system VR activity increased positive sentiment, particularly in perceived enjoyment, although other factors remained moderately influential. These findings highlight the need for refining VR’s social interaction features to better meet the expectations of students with strong social ties. The study also underscores the importance of equitable VR implementation in education and calls for further research on VR’s impact on learning outcomes and engagement and its effectiveness across diverse populations.