How virtual reality affects perceived learning effectiveness: a task–technology fit perspective

TLDR

VR is a novel tool for enhancing perceived learning effectiveness, offering immersive visualization and interaction, but its benefits depend on task–technology fit and the promotion of reflective learning behaviors. The study tested a model linking VR’s representational fidelity and immediacy of control to perceived learning effectiveness, using survey data from 180 users analyzed with SmartPLS 2.0. The results show that task–technology fit does not moderate VR’s effects on technology quality or accessibility, yet VR still promotes reflective thinking, which indirectly enhances perceived learning effectiveness.

Abstract

The application of virtual reality (VR) in improving users' learning outcomes, especially in perceived learning effectiveness, is a new area. VR provides visualisation and interaction within a virtual world that closely resembles a real world, bringing an immersive study experience. It also has two special features: representational fidelity and immediacy of control. However, only when the technology fits the tasks that users are performing will it be adopted. In addition, technology itself cannot improve learning outcomes; certain learning behaviours, such as reflective thinking, should be prompted first so that learning outcomes can be improved. The research hypotheses derived from this model have empirically been validated using the responses to a survey among 180 users. These responses have been examined through SmartPLS 2.0. Surprisingly, task–technology fit does not moderate the relationship between VR and technology quality and the relationship between VR and technology accessibility. From this study, we can conclude that VR will influence reflective thinking and further indirectly improve perceived learning effectiveness.