Innovation Resistance in EdTech: Functional, Psychological, and Technological Barriers to VR Adoption.
Background: Virtual reality (VR) provides a unique immersive teaching experience and brings significant changes to existing education models. However, barriers may influence the resistance to and non‐adoption of VR. Objectives: Grounded in innovation resistance theory (IRT), this study thus examined...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 6; pp. 1 - 17 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=189524208&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189524208 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2025 vid: 41 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 189524208 189524208 189524208 10.1111/jcal.70149 189524208 ppf: 1 ppct: 16 formats: tig: atl: Innovation Resistance in EdTech: Functional, Psychological, and Technological Barriers to VR Adoption. aug: au: Dai, Yanan Al Mamun, Abdullah Hoque, Mohammad Enamul Wu, Mengling Cai, Yanan affil: UKM ‐ Graduate School of Business, Universiti Kebangsaan Malaysia, Bangi Selangor Darul Ehsan,, Malaysia sug: subj: Students, College Psychosocial Factors Virtual Reality Attitude to Computers Learning Methods Intention Human Male Female Adult China Cross Sectional Studies Quantitative Studies Structural Equation Modeling Convenience Sample Questionnaires Descriptive Statistics Data Analysis Software Educational Technology Adaptation, Psychological Computer-Assisted Instruction Adult: 19-44 years Male Female ab: Background: Virtual reality (VR) provides a unique immersive teaching experience and brings significant changes to existing education models. However, barriers may influence the resistance to and non‐adoption of VR. Objectives: Grounded in innovation resistance theory (IRT), this study thus examined the resistance attitudes and non‐adoption intention (NAI) of university students toward VR technology from three aspects: functional, psychological, and technological barriers. This approach helps reveal the potential problems of VR technology in the promotion of university education. In addition, this study investigated the mediating effect of resistance on the relationship between these barriers and NAI and the moderating effect of VR attractiveness on the association between resistance and NAI. Methods: This study collected data from students currently receiving higher education in China through questionnaires and analyzed the data using structural equation modeling. Results: Results showed that value barrier, cognitive rigidity, and perceived complexity affected the resistance attitudes and NAI of current students toward using VR technology for learning. Furthermore, the attractiveness of VR technology had a negative moderating effect on the relationship between the students' resistance attitudes and NAI while resistance exerted a mediating effect. Conclusions: The findings of this study could provide insights for university administrators to reduce students' resistance to VR technology adoption, particularly by addressing three key factors: minimizing value barriers, fostering cognitive flexibility, and simplifying perceived complexity. These efforts are expected to reduce students' resistance toward VR technology and ultimately encourage its adoption. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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