A Study On The Factors Influencing Teacher Trainees’ Willingness To Use The VR Practical Training System On A Continuous Basis

With the widespread use of virtual reality technology in education,VR teaching experiments have grown by leaps and bounds.Virtual reality technology has been widely used in major research fields since the 1990 s,but its development in the field of teacher education is still relatively slow.Under the influence of the postmodern view of knowledge,the basis of teacher education has also gradually transformed from a focus on theory to a focus on practice,and it has become a global consensus that improving the quality of teacher training requires a focus on teaching practice and reflection.As tomorrow’s teachers,a cadre of teacher educators also needs to acquire a wealth of practical teaching skills in order to meet the demands of today’s educational development.Previous studies have shown that the training and professional development of future teachers based on virtual reality environment has achieved better results.Therefore,applying virtual reality technology to teacher trainers’ skills training is an important initiative to improve the quality of future teaching.At present,domestic research on virtual reality technology in the field of teacher training is still relatively preliminary,and further exploration of teacher trainees’ technology acceptance and the application effect of virtual reality systems is needed.Based on this,this paper conducts a study based on the continued willingness of teacher trainees to use the virtual reality future teacher training system.Based on the technology acceptance model TAM3,this study integrates the information success model and the theory of mind flow experience to explore the influencing factors that affect teacher-training students’ willingness to use the VR practical training system.Through a meta-analysis of 28 domestic and international empirical studies on related research topics,the inter-influence relationships among the variables are clarified.At the same time,by synthesizing the suggestions of experts and scholars and conducting interviews with teacher-training students,we constructed a VR practical training system with perceived usefulness,perceived ease of use,and mind-flow experience as mediating variables;virtual learning efficacy,pedagogical knowledge of integrated technology,content quality,facilitation conditions,organizational influence,realism,and interactivity as external variables;intention to use as outcome variables;and major,experience of use,and academic period as moderating variables for teacher-training students’ continuous The model of factors influencing intention to use.A five-point Likert scale with 11 latent variables and 44 questionnaire observation items was developed to collect and organize valid questionnaires from undergraduate and graduate students who participated in the VR future teacher training system in the College of Education of a university in Huaibei.The statistical analysis tools used were SPSS 26.0,AMOS25.0.The reliability and stability of the model were confirmed by reliability analysis,validity analysis,and structural equation modeling,which verified the research hypotheses and the correlations of the 11 latent variables.The results of the study proved that the knowledge of integrated technology pedagogy,content quality,organizational impact,and perceived ease of use would indirectly affect their intention to use by directly and significantly influencing perceived usefulness,while virtual learning efficacy and facilitation conditions would indirectly affect perceived usefulness by directly and positively influencing perceived ease of use,and the content quality,realism,interactivity,and facilitation conditions of the system would indirectly affect their intention to use by directly influencing mind-flow experience.The content quality,fidelity,interactivity,and facilitation conditions of the system indirectly affect the intention to continue using the system by directly affecting the mindstream experience.The mediating effects of perceived usefulness and mind-flow experience are valid,and mind-flow experience is more significant than perceived usefulness.The mediating effect of perceived ease of use on intention to use was overturned.Finally,based on the findings of the study,suggestions were made to optimize the software and hardware facilities of the VR training system,improve the information literacy integration ability of teacher-training students,and collaborate with all parties to create a favorable usage environment.