Roni Eka Rahmat, Putu Sudira, Ary Kiswanto Kenedi, Choyrul Anwar, Yanti Kumala Sembiring, Gheri Febri Ananda
By determining the elements that impact VR technology adoption, teachers can create plans to raise student engagement and improve learning outcomes. The purpose of this study is to determine the elements that contribute to the effective use of virtual reality (VR) technology by vocational education students, allowing them to acquire information and skills relevant to the sector and become workforce ready. The research data was collected utilizing a quantitative surveybased methodology with a questionnaire. The Technology Acceptance Model (TAM) is used in this study from the perspective of students pursuing vocational higher education. Data for this study was gathered in June 2023 using an online questionnaire involving 100 vocational students from the Faculty of Engineering from reputable universities in the Province of West Sumatra, Indonesia. The research data was analyzed using Partial Least Square-Structural Equation Modeling (PLS-SEM). This study found that perceived usefulness, perceived ease of use, and perceived enjoyment had a significant and positive indirect effect (through intervening variables) on the vocational students' behavior and intention to use VR in learning process. These factors can be considered when determining the appropriate virtual reality to be implemented in the learning process and ensuring its use at the appropriate time and environment. © 2025 American Institute of Physics Inc.. All rights reserved.
Department of Technology and Vocational Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Primary Schoolteacher Education Department, Universitas Samudra, Aceh, Indonesia; Department of Educational Research and Evaluation, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Electrical Engineering and Information Technology, Universitas Gadjah Mada, Yogyakarta, Indonesia
