東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Students' Attitudes and Intentions o...

Adanin, Kristina.

FindBook

Google Book

Amazon

博客來

Students' Attitudes and Intentions of Using Technology Such as Virtual Reality for Learning About Climate Change and Protecting Endangered Environments.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Students' Attitudes and Intentions of Using Technology Such as Virtual Reality for Learning About Climate Change and Protecting Endangered Environments./
作者:	Adanin, Kristina.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	202 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-10, Section: B.
Contained By:	Dissertations Abstracts International82-10B.
標題:	Environmental education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28392195
ISBN:	9798569997794

Students' Attitudes and Intentions of Using Technology Such as Virtual Reality for Learning About Climate Change and Protecting Endangered Environments.
Adanin, Kristina.

Students' Attitudes and Intentions of Using Technology Such as Virtual Reality for Learning About Climate Change and Protecting Endangered Environments. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 202 p.

Source: Dissertations Abstracts International, Volume: 82-10, Section: B.

Thesis (Ph.D.)--Ohio University, 2020.

This item must not be sold to any third party vendors.

At a time when the world is facing a range of significant challenges, including a rise in air temperature, rapidly evolving droughts in some areas, and floods, new technology in education can help inform people of current issues that may not be close to them but, nevertheless, can have a significant impact in the future. Our planet has been warming steadily for over a century, and the preponderance of evidence has pointed at human action as the main contributor to the change (Hansen et al., 2010). The evolution of technology has brought tremendous change. Virtual Reality (VR), 360-degree video, has the potential to bring the environment to the students since it can provide a close to a real-life situation.The use of VR for educational purposes has been quite unknown to most school systems. There are many gaps that need to be investigated prior to the effective implementation of VR-learning, such as the factors that influence students' intention to use it. This study fulfilled some of these gaps by focusing on the potential of using VR for future education and raising awareness of the climate change occurring in remote areas, specifically tropical regions. The findings of this study will hopefully encourage students to play a more responsible role in the development and implementation of VR education worldwide and help enhance the academic quality of courses for instructors and students. This study examined students' behavioral intentions towards using VR in their learning about climate change utilizing the Technology Acceptance Model of Davis (1989), combined with the spatial presence experience scale (Hartmann et al., 2015). Phase 1 was created in order to understand students' salient beliefs about the use of VR for educational purposes and learning about climate change. Furthermore, 65 students participated in this phase and reported that VR can be beneficial for educational purposes to learn about global climate change, and 95.2% of participants fully agreed.Phase 2 occurred among 227 students from around the globe. The Phase 2 study was manipulated because students chose their own technology devices to watch the VR content about the last tropical glaciers, thereby making it a pseudo-experimental study. Six variables were used to explain students' intention of using VR: attitude toward use, perceived usefulness, self-location, perceived ease of use, possible action and behavioral intention. The best predictor of intention to use VR was perceived usefulness. On the other hand, after doing a confirmatory factor analysis (CFA), the spatial presence variables were modified, which improved the model. A path analysis was conducted in order to define the relationship between the variables. The path coefficient from perceived usefulness to behavioral intention had the strongest regression weight, while from perceived ease of use to attitude toward use had the lowest regression weight. The structural equation model (SEM) indicated that the best model excluded factors, such as attitude toward use, and combined possible action and self-location as one factor. This study only included students as participants. Future studies including instructors could bring a new perspective for using VR in education to learn about climate change.

ISBN: 9798569997794Subjects--Topical Terms:

528212
Environmental education.
Subjects--Index Terms:

Virtual reality

Students' Attitudes and Intentions of Using Technology Such as Virtual Reality for Learning About Climate Change and Protecting Endangered Environments.
LDR:04563nmm a2200385 4500 001 2281938
005 20210927083434.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798569997794
035 $a (MiAaPQ)AAI28392195
035 $a (MiAaPQ)OhioLINKohiou1604061222276647
035 $a AAI28392195
040 $a MiAaPQ $c MiAaPQ
100 1 $a Adanin, Kristina. $3 3560650
245 1 0 $a Students' Attitudes and Intentions of Using Technology Such as Virtual Reality for Learning About Climate Change and Protecting Endangered Environments.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 202 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-10, Section: B.
500 $a Advisor: Kessler, Greg;Brooks, Gordon.
502 $a Thesis (Ph.D.)--Ohio University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a At a time when the world is facing a range of significant challenges, including a rise in air temperature, rapidly evolving droughts in some areas, and floods, new technology in education can help inform people of current issues that may not be close to them but, nevertheless, can have a significant impact in the future. Our planet has been warming steadily for over a century, and the preponderance of evidence has pointed at human action as the main contributor to the change (Hansen et al., 2010). The evolution of technology has brought tremendous change. Virtual Reality (VR), 360-degree video, has the potential to bring the environment to the students since it can provide a close to a real-life situation.The use of VR for educational purposes has been quite unknown to most school systems. There are many gaps that need to be investigated prior to the effective implementation of VR-learning, such as the factors that influence students' intention to use it. This study fulfilled some of these gaps by focusing on the potential of using VR for future education and raising awareness of the climate change occurring in remote areas, specifically tropical regions. The findings of this study will hopefully encourage students to play a more responsible role in the development and implementation of VR education worldwide and help enhance the academic quality of courses for instructors and students. This study examined students' behavioral intentions towards using VR in their learning about climate change utilizing the Technology Acceptance Model of Davis (1989), combined with the spatial presence experience scale (Hartmann et al., 2015). Phase 1 was created in order to understand students' salient beliefs about the use of VR for educational purposes and learning about climate change. Furthermore, 65 students participated in this phase and reported that VR can be beneficial for educational purposes to learn about global climate change, and 95.2% of participants fully agreed.Phase 2 occurred among 227 students from around the globe. The Phase 2 study was manipulated because students chose their own technology devices to watch the VR content about the last tropical glaciers, thereby making it a pseudo-experimental study. Six variables were used to explain students' intention of using VR: attitude toward use, perceived usefulness, self-location, perceived ease of use, possible action and behavioral intention. The best predictor of intention to use VR was perceived usefulness. On the other hand, after doing a confirmatory factor analysis (CFA), the spatial presence variables were modified, which improved the model. A path analysis was conducted in order to define the relationship between the variables. The path coefficient from perceived usefulness to behavioral intention had the strongest regression weight, while from perceived ease of use to attitude toward use had the lowest regression weight. The structural equation model (SEM) indicated that the best model excluded factors, such as attitude toward use, and combined possible action and self-location as one factor. This study only included students as participants. Future studies including instructors could bring a new perspective for using VR in education to learn about climate change.
590 $a School code: 0167.
650 4 $a Environmental education. $3 528212
650 4 $a Technology education. $3 3423978
650 4 $a Climate change. $2 bicssc $3 2079509
653 $a Virtual reality
653 $a VR
653 $a TAM
653 $a Technology acceptance model
653 $a Climate change
690 $a 0710
690 $a 0442
690 $a 0404
710 2 $a Ohio University. $b Instructional Technology (Education). $3 3181090
773 0 $t Dissertations Abstracts International $g 82-10B.
790 $a 0167
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28392195