How Motion-Control Influences a VR-Supported Technology for Mental Rotation Learning: From the Perspectives of Playfulness, Gender Difference and Technology Acceptance Model. Issue 18 (8th November 2019)

• Record Type: Journal Article
• Authors: Lin, Po-Han; Yeh, Shih-Ching
• Is Part Of: International journal of human-computer interaction. Volume 35:Issue 18(2019)
• Page Start: 1736
• Page End: 1746
• Publication Date: 2019-11-08
• Subjects: Human-computer interaction -- Periodicals; 004.01905
• DOI: 10.1080/10447318.2019.1571784
• Languages: English
• ISSNs: 1044-7318

Abstract

ABSTRACT: Spatial training has been shown to help student's university retention rates and performance. The goal of this study is: (1) to explore users' acceptance of a virtual-reality-supported technology for mental-rotation learning and (2) to examine the effects of interactivity and gender on acceptance. Little is known about whether college students nowadays perceive motion-control and virtual-reality technology as novel and interesting and how gender affects their acceptance of technology. Two learning programs were developed using motion-control and virtual-reality technologies. Learners could actively manipulate the learning object or they could only passively learn. User's acceptance of the training program (rather than mental-rotation performance) was compared. Results showed higher levels of perceived playfulness, ease of use, usefulness, and use-intention scores were found in motion-control training, suggesting interactivity is still attractive. However, gender difference was also found. While perceived ease of use was a major contributor to training use-intention for both genders, influence of perceived playfulness on use-intention was found only in women.