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A survey of 406 preservice teachers from 12 universities applies CFA and PLS-SEM. 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Anas Thohir 1*  \n 0000-0002-4865-253X  \nErif Ahdhianto 1  \n 0000-0003-2354-7079  \nSiti Mas’ula 1  \n 0000-0001-8059-626X  \nFitri April Yanti 2  \n 0000-0003-1169-8806  \nMoh Irma Sukarelawan 3  \n 0000-0002-3823-3964  \n1 Department of Elementary and Preschool Education, Universitas Negeri Malang, Malang, INDONESIA  \n2 Faculty of Education, Universitas Bengkulu, Bengkulu, INDONESIA  \n3 Department of Physics Education, Universitas Ahmad Dahlan, Yogyakarta, INDONESIA  \n* Corresponding author: [anas.thohir.fip@um.ac.id](anas.thohir.fip@um.ac.id)  \nCitation: Thohir, M. A., Ahdhianto, E., Mas’ula, S., April Yanti, F., & Sukarelawan, M. I. (2023). The effects ofTPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course. Contemporary Educational Technology, 15(2), ep407. [https://doi.org/10.30935/cedtech/12918](https://doi.org/10.30935/cedtech/12918)  \nARTICLE INFO ABSTRACT  \n\n| Received: 5 Nov 2022\u003Cbr>Accepted: 3 Jan 2023 | Virtual reality (VR) is developing in line with the establishment of the learning metaverse, although the relationship between its acceptance and technological pedagogical content knowledge (TPACK) is very unclear. Therefore, this study aims to determine the effects of facility condition (FC), technological acceptance model (TAM), and TPACK on pre-service teachers’ use of VR in Indonesian science education courses. This condition emphasizes the description of these teachers’ readiness in designing VR for learning and teaching integration. The survey was conducted using 406 preservice teachers from 12 Indonesian universities, with confirmatory factor analysis (CFA) and partial least square-structural equation model (PLS-SEM) subsequently utilized. The results showed that PU (perceived usefulness), PEOU (perceived ease of use), behavior Intention (BI), TPACK, and FC were significantly and positively related. However, two hypotheses emphasizing the relationship between FC and TPACK to PEOU were rejected. These results are expected to facilitate preservice teachers in easily adopting VR learning in courses.\u003Cbr>Keywords: virtual reality, TPACK, TAM, PLS-SEM, pre-service teacher |\n| --- | --- |\n| INTRODUCTION |  |\n\nVirtual reality (VR) is rapidly developing as a future interactive medium with various advantages in the educational field (Fussell & Truong, 2021; Tsivitanidou et al., 2021). Aligning with the organizational change of Facebook to Meta regarding its investment in Metaverse (Kraus et al., 2022), VR is reportedly becoming more popular in integrating classroom learning. This is a consequence of the metaverse as a fully or partially virtual medium, including systems in VR or augmented reality (AR) (Hwang & Chien, 2022) . The medium also provides realistic 3D experiences (Xiong et al., 2021), real-time activities (Mahalil et al., 2020), and social communication (Hwang & Chien, 2022) . Moreover, VR influences self-efficacy, knowledge (Meyer et al., 2019), motivation,  \nincreased learning outcomes, and cognitive processes (Kemp et al., 2022) . These advantages show that prospective teachers need to determine and understand the patterns by which the medium is used for learning. The challenge also supports readiness with teacher candidates’ acceptance of new technologies (Kaushik & Agrawal, 2021; Lin et al., 2007). This allows them to adapt by integrating VR into inquiry-supported learning. Irrespective of these merits, an encountered challenge still emphasizes the patterns by which this technology is accepted by prospective teachers in designing future learning.  \nTechnology acceptance model (TAM) has become a popular measuring tool for modelling human acceptance or rejection of new technologies (Barrera-Algarín et al., 2021; Gr","cbCaifFi0NHF07uk","https://ap.wps.com/l/cbCaifFi0NHF07uk","pdf",375481,15,"English","# Abstract\n# Introduction","[{\"question\":\"What factors does the study examine regarding VR acceptance in science education?\",\"answer\":\"The study analyzes the effects of facility condition (FC), the technological acceptance model (TAM), and technological pedagogical content knowledge (TPACK) on preservice teachers’ acceptance of VR.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A survey collected data from 406 preservice teachers across 12 Indonesian universities. Confirmatory factor analysis (CFA) and partial least square-structural equation modeling (PLS-SEM) were then used.\"},{\"question\":\"Which relationships were found significant, and which hypotheses were rejected?\",\"answer\":\"PU, PEOU, behavioral intention (BI), TPACK, and FC showed significant positive relationships. However, two hypotheses focusing on the relationship between FC and TPACK to PEOU were rejected.\"}]","The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course | PDF",1792090327,38]