Date

6-19-2024

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Counselor Education and Supervision (PhD)

Chair

Stacey Lilley

Keywords

counselor educators, higher education, UTAUT, virtual reality

Disciplines

Counseling

Abstract

This study explores the acceptance of immersive and interactive virtual reality (IIVR) among counselor educators in higher education. It aims to identify the factors influencing their intentions to use IIVR as a teaching tool by examining relationships between various predictors and behavioral intention. This representative survey reveals significant positive correlations between behavioral intention and performance expectancy (r =.56), effort expectancy (r = .40), and social influence (r = .55), confirming that these predictive factors play a vital role in IIVR acceptance. Additional analyses indicate that age and gender do not significantly moderate these relationships, suggesting a universal inclination toward adopting IIVR technology across different demographics of counselor educators. The results emphasize the need for enhanced teaching efficiency, ease of use, and organizational support to foster IIVR integration. Developing user-friendly interfaces and comprehensive training are essential for reducing hesitancy and increasing IIVR adoption. Additionally, these tailored IIVR programs must be designed to support counselor educators’ needs by enhancing their teaching performance and reducing workload. Addressing these factors can pave the way for effective IIVR integration in counselor education, potentially transforming pedagogical approaches and improving educational outcomes. These insights contribute valuable knowledge to technology adoption in education and highlight critical areas for future research and development.

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