Drivers of users  embracement of 3D digital educational spaces in higher education: a qualitative approach

Reza Ghanbarzadeh; Amir Hossein Ghapanchi

doi:10.1007/s10758-022-09600-2

Back

Drivers of users embracement of 3D digital educational spaces in higher education: a qualitative approach

Journal article

Open access

Peer reviewed

Drivers of users embracement of 3D digital educational spaces in higher education: a qualitative approach

Reza Ghanbarzadeh and Amir Hossein Ghapanchi

Technology, Knowledge and Learning, Vol.28, pp.1707-1744

12/2023

DOI: https://doi.org/10.1007/s10758-022-09600-2

Appears in Recent Faculty of Science and Engineering Publications

Files and links (2)

pdf

Drivers of Users’ Embracement of 3D Digital Educational Spaces in Higher Education: A Qualitative Approach1.35 MBDownload View

Published (Version of record)CC BY V4.0, Open Access

url

Drivers of users’ embracement of 3D digital educational spaces in higher education: a qualitative approachView

Published (Version of record)CC BY V4.0, Open

Metrics

1 File views/ downloads

28 Record Views

1 Times Cited - Web of Science

See more details

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

Source: InCites

Abstract

Three-dimensional virtual world

User acceptance

Distance learning

Qualitative research

Immersive environments

Virtual and mixed reality

Higher education

Three-Dimensional Virtual Worlds (3DVW) have significant promise for the development of teaching and learning environments. Educational communities have become interested in such virtual platforms, and this technology has widely benefited educational settings. This study aims to identify the factors that drive the acceptance of 3DVWs as means for distance learning by higher education students, and provides a taxonomy of such drivers. A qualitative approach was employed for data collection to enable a detailed exploration. Two data collection instruments were used in the experiment: a virtual synchronous focus group and an open-ended question. One hundred twenty-one students participated in 13 virtual focus groups, and 124 students responded to the open-ended questions. Thematic analysis was used to analyse data, and as a result, 26 factors were identified as antecedents to the acceptance of 3DVW in higher education. Those factors are then classified into 12 categories based on their definition and similarities. Twenty-one out of the 26 factors impact the user acceptance of 3DVW positively, and five factors impact it negatively. The findings of this study indicate advances in theory, methodology, and pedagogical practice.

Details

Title: Drivers of users embracement of 3D digital educational spaces in higher education: a qualitative approach
Creators: Reza Ghanbarzadeh - Southern Cross University
Amir Hossein Ghapanchi - Griffith University
Publication Details: Technology, Knowledge and Learning, Vol.28, pp.1707-1744
Publisher: Springer Netherlands
Identifiers: 991013006198402368
Academic Unit: Faculty of Science and Engineering; Information Technology
Language: English
Resource Type: Journal article