Investigating Academic Intention to Adopt Virtual Reality Through the Integration of the Unified Theory of Acceptance and Use of Technology and the Protection Motivation Theory in Higher-Education Institutions

This research investigated factors influencing Jordanian academics' intention to use virtual reality (VR) technology in higher-education institutions. Recognizing VR's transformative potential in education, the study integrated the unified theory of acceptance and use of technology with protection motivation theory to develop a comprehensive theoretical framework for VR adoption. An online survey collected data from Jordanian academics, analyzed using structural equation modeling. Findings revealed that threat appraisals, telepresence, effort expectancy, social influence, and facilitating conditions positively impacted academics' intention to use VR. Conversely, performance expectancy showed no correlation with VR usage intention within higher-education institutions. These results offered valuable insights into the conditions that both facilitate and hinder VR implementation in higher education, providing practical recommendations for institutions aiming for effective VR technology application in their educational practices.