Behavioral intention, perception and user assessment in an immersive virtual reality environment with CFD simulations

Abstract

This study explores technology acceptance, perception and user assessment of an immersive virtual reality environment with computational fluid dynamics simulations in engineering education. 57 participants from three different institutions tested the virtual reality application. Partial least squares structural equation modeling and interferential statistics were performed to predict and assess interrelations among constructs. Results show that the learning value, content value, intrinsic motivation and personal innovativeness are underlying factors behind students’ intention to use virtual reality. Pair-wise analysis indicates that users’ perceptions matter and positively affect their attitudes. In addition, the virtual reality application helps students perform significantly better in the post-knowledge test. Findings also highlight that prior experience and interest can affect students’ attitudes and behavioral intentions to accept the virtual reality application in education. Our study can guide lecturers and developers to achieve on-target immersive virtual reality learning environments in higher education.