Abstract
This study examines the impact of various factors on teachers’ anxiety toward teaching in Virtual Reality (VR) environments. Specifically, the research proposes a hypothetical model and investigates the influence of technical proficiency, self-efficacy, and school support on VR teaching anxiety. A total of 329 teachers with prior experience in VR teaching were surveyed in pilot schools to collect data for testing the proposed hypothetical model. The results indicated that school support, self-efficacy, and technical proficiency all had significant negative effects on teachers’ VR teaching anxiety. Additionally, school support and self-efficacy had significant positive effects on teachers’ technical proficiency. Based on these findings, we provided recommendations to enhance teachers’ confidence in using VR-based environments, alleviate VR teaching anxiety, and ultimately enhance the quality of course teaching.
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The data that support the findings of this study are available from the corresponding author upon reasonable request.
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This work was supported by National Natural Science Foundation of China project (No.62277024).
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Appendix
Appendix
Dimensions | Items |
|---|---|
School support | |
SS1 | The environment created by the school can smoothly support VR teaching. |
SS2 | The school frequently organizes guidance and professional training on the use of the VETSS. |
SS3 | The school’s laboratory technicians are able to carry out their technical support duties. |
Technical proficiency | |
TP1 | I can operate the VETSS proficiently. |
TP2 | I can use the VETSS flexibly for teaching and learning activities. |
TP3 | I can make good use of the VETSS to achieve teaching objectives. |
Self-efficacy | |
SE1 | I think that VR-based environments can enhance both teaching and learning. |
SE2 | I think the VR-based environments allow me to have more diverse instructional designs to enhance the effectiveness of teaching and learning. |
SE3 | I think that VR-based environments allow me to think about teaching from different perspectives and innovate in teaching. |
VR teaching anxiety | |
TA1 | VR-based environments make me feel uncomfortable. |
TA2 | I get a bad feeling before use VR-based environments to assist in teaching. |
TA3 | Being in an environment created by VR makes me feel uneasy. |
TA4 | I feel threatened and excluded when colleagues discuss VR-based environments. |
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Zhong, Z., Feng, S. & Jin, S. Investigating the influencing factors of teaching anxiety in Virtual Reality environments. Educ Inf Technol 29, 8369–8391 (2024). https://doi.org/10.1007/s10639-023-12152-2
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DOI: https://doi.org/10.1007/s10639-023-12152-2