Virtual reality (VR) simulators in maritime education: adoption factors among students in Norway and the United Kingdom

Abstract

Virtual Reality (VR) technology offers novel opportunities foreducation and training along with grounds for critical evaluationof its implications. This study explores maritime students’perceptions towards VR simulators utilising constructs from theTechnology Acceptance Model (TAM) with VR-specific factors,learner-centric attributes, and external considerations associatedwith VR simulators. A structured questionnaire was used tocollect data from 221 maritime students in Norway and theUnited Kingdom (UK). Data analysis was conducted using thePartial Least Squares-Structural Equation Modelling (PLS-SEM)method to operationalise the extended TAM framework. Thefindings highlight the importance of perceived cognitive benefitsof VR simulators and students’ enjoyment during VR training.Further, students with higher perceived self-efficacy reportgreater perceived ease of use of VR simulators and strongerbehavioural intentions. Meanwhile, learners’ autonomy has asignificant negative association with perceived ease of use, whileregulatory uncertainty reduces learners’ intention to use VRsimulators. The results highlight the uniqueness of maritimestudents’ perspectives on VR simulators