In recent years, the integration of building information modelling (BIM) and virtual reality (VR) technology has gained huge attention in the architecture, engineering and construction industry. Numerous studies have highlighted the positive outcomes regarding the application of VR technology in BIM education, emphasising its ability to improve learning efficiency and foster a deep understanding amongst learners. However, few quantitative studies have examined the personal factors influencing learners' acceptance of VR technology for BIM learning.
This study proposed a research framework that incorporates the technology acceptance model, intrinsic motivation (IM), extrinsic motivation (EM), technological anxiety (TA) and sensation seeking (SS) to investigate learners' acceptance of VR technology for BIM learning. A structured questionnaire was administered to 276 respondents, and the data were subsequently analysed using structural equation modelling.
Results indicated that EM and IM positively influenced behavioural intention to use the technology (BI), while TA negatively influenced perceived usefulness (PU), perceived ease of use (PEOU) and attitude towards using the technology (ATT). SS, PU and PEOU positively influenced ATT, and both PU and ATT positively influenced learners' BI. The mediation analysis further showed that ATT significantly mediated the effects of PU and SS on BI, while PU significantly mediated the effects of PEOU, TA and IM on BI. In addition, ATT mediated the effects of PEOU and TA on BI.
In light of these findings, practical implications are provided for VR developers and BIM educators to increase learners' adoption of VR technology for BIM learning, thus improving their learning efficiency.
