Factors Influencing VR and AR Use in Academic Institutions: A Review

Abstract

Virtual Reality (VR) and Augmented Reality (AR) technologies have become well-known in academic institutions, offering innovative ways to enhance learning experiences. While VR and AR are transforming educational landscapes, there is a lack of comprehensive reviews examining factors influencing their use in academic institutions. This review paper addresses this gap by analysing 22 research papers from research databases and libraries including Google scholar and ScienceDirect, exploring factors influencing VR and AR use in organisation, all viewed through the lens of the technology acceptance theories. Within the scope of this review, Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), Innovation Diffusion Theory (IDT), and Theory of Planned Behaviour (TPB) were found and are discussed. The integration of these theories enhances the depth of analysis, providing a nuanced understanding of the multifaceted considerations involved in the adoption process and use. It is imperative to recognise the rapidly evolving nature of both VR and AR technologies and educational landscapes, and, therefore, this review offers a timely synthesis of the existing knowledge base. This synthesis not only paves the way for future research endeavours but also serves as a guide for academic institutions seeking to harness the transformative potential of VR and AR use in academics. Furthermore, the analysis highlights various factors influencing educators' and students' attitudes towards these technologies, such as pedagogical benefits, technical considerations, and individual characteristics. Lastly, this review can help institutional leaders to know what are the factors that influence the use of VR and AR.