Investigating Factors Influencing Preservice Teachers’ Intentions to Adopt Virtual Reality: A Mixed-Methods Study

As virtual reality (VR) becomes increasingly integrated into educational settings, understanding preservice teachers’ (PSTs) perceptions and training needs is crucial for effective classroom implementation. Although existing research emphasizes VR’s educational benefits, limited studies have explored how direct, hands-on VR experiences impact PSTs’ intentions to adopt this technology. This mixed-methods study addresses this gap by examining factors influencing PSTs’ willingness to adopt VR and identifying challenges hindering adoption following immersive VR activities using Oculus Quest. Structural equation modeling (SEM) analysis indicated that perceived usefulness and enjoyment directly influenced PSTs’ intentions to adopt VR, whereas self-efficacy indirectly influenced intentions through perceived usefulness. Qualitative findings revealed that PSTs’ initial reluctance to adopt VR, primarily due to low self-efficacy and limited VR knowledge, decreased after hands-on experiences, leading to increased willingness to integrate VR into their teaching practices. However, concerns regarding VR’s appropriateness for young learners, potential health risks such as motion sickness, and classroom management challenges persisted. These results underscore the need for targeted VR training in teacher education programs, focusing on enhancing PSTs’ perceived benefits, enjoyment, and self-efficacy while addressing pedagogical and health-related barriers.