Pre-Service Teachers’ Acceptance of ClassroomRescue VR: A Virtual Reality Tool for First Aid Skills Training in K-12 Classrooms

Virtual reality (VR) technology offers pre-service teachers a controlled, immersive environment to practice first aid skills, simulate classroom safety incidents, and receive immediate feedback, bridging the gap between theoretical knowledge and practical application. Despite its potential to enhance preparedness and confidence in managing K-12 classroom emergencies, a critical gap persists in understanding pre-service teachers’ willingness to adopt VR-based first aid training. To address this research gap, we developed the ClassroomRescue VR system and extended the Technology Acceptance Model (TAM) to incorporate VR-specific factors: immersion, presence, interactivity, and information quality. Data from 138 pre-service teachers were analyzed using Structural Equation Modeling (SEM) and Artificial Neural Networks (ANN) to evaluate the extended TAM. The results showed that perceived usefulness and perceived ease of use significantly and positively influenced their willingness to engage with VR-based training. These results provide valuable insights for the design and implementation of effective VR-based first aid training programs, ultimately enhancing pre-service teachers’ preparedness for classroom emergencies.