Understanding AR/VR Adoption through Heutagogy and Cybergogy: Insights from the UTAUT2 Model in Vocational Education
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| Title: | Understanding AR/VR Adoption through Heutagogy and Cybergogy: Insights from the UTAUT2 Model in Vocational Education |
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| Language: | English |
| Authors: | Nurlaela Nurlaela (ORCID |
| Source: | Education and Information Technologies. 2025 30(12):17111-17132. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Career and Technical Education, Technology Uses in Education, Technology Integration, Artificial Intelligence, Adoption (Ideas), Student Attitudes, Foreign Countries, Independent Study, Usability |
| Geographic Terms: | Indonesia |
| DOI: | 10.1007/s10639-025-13465-0 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | Integrating advanced technologies like Virtual Reality (VR) and Augmented Reality (AR) in educational settings can significantly enhance learning, especially in vocational education, where practical application is crucial. However, understanding the factors influencing student acceptance of these technologies remains challenging. This study examines how Heutagogical and Cybergogical Behaviors affect vocational high school students' intentions to use AR and VR in classrooms, with Virtual Experience as a mediator. By extending the UTAUT2 model, the research offers insights into technology adoption in vocational education. Conducted in July 2024 with 438 students from six Indonesian regencies, the study used a quantitative, non-experimental design. PLS-SEM analysis revealed that Heutagogical and Cybergogical activities significantly influenced students' performance and effort expectancy, increasing their intention to use AR and VR. Virtual Experience fully mediated the effects of performance expectancy, hedonic motivation, social influence, and price value on students' intentions. However, effort expectancy and facilitating conditions directly impacted behavioral intentions, underscoring the importance of ease of use and support in adopting these technologies. The findings suggest that integrating structured and self-directed learning approaches, providing immersive hands-on opportunities with AR/VR tools, and ensuring ease of use and strong institutional support can enhance technology adoption. These strategies align vocational training with industry demands, preparing students for technologically driven workplaces. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.6084/m9.figshare.27020095 |
| Entry Date: | 2025 |
| Accession Number: | EJ1480299 |
| Database: | ERIC |
| Abstract: | Integrating advanced technologies like Virtual Reality (VR) and Augmented Reality (AR) in educational settings can significantly enhance learning, especially in vocational education, where practical application is crucial. However, understanding the factors influencing student acceptance of these technologies remains challenging. This study examines how Heutagogical and Cybergogical Behaviors affect vocational high school students' intentions to use AR and VR in classrooms, with Virtual Experience as a mediator. By extending the UTAUT2 model, the research offers insights into technology adoption in vocational education. Conducted in July 2024 with 438 students from six Indonesian regencies, the study used a quantitative, non-experimental design. PLS-SEM analysis revealed that Heutagogical and Cybergogical activities significantly influenced students' performance and effort expectancy, increasing their intention to use AR and VR. Virtual Experience fully mediated the effects of performance expectancy, hedonic motivation, social influence, and price value on students' intentions. However, effort expectancy and facilitating conditions directly impacted behavioral intentions, underscoring the importance of ease of use and support in adopting these technologies. The findings suggest that integrating structured and self-directed learning approaches, providing immersive hands-on opportunities with AR/VR tools, and ensuring ease of use and strong institutional support can enhance technology adoption. These strategies align vocational training with industry demands, preparing students for technologically driven workplaces. |
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| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-025-13465-0 |
