dc.description.abstract | There have been many researches investigated varied models of technology acceptance, but the studies addressing the effects of the individual’s differences on the use of technology have received more attentions in recent years. However, most of these studies focus on the effects of personality traits on technology acceptance. There are relatively few researches discussing the issues of technology acceptance from the perspective of learning style. Hence, this study aims to integrate the Unified Theory of Acceptance and Use of Technology (UTAUT) and the four stages of Kolb’s learning style to investigate the factors affecting the students’ behavioral intention to use the virtual reality headset (VRH) in learning. The four stages of Kolb’s learning style, including concrete experience, reflect observation, abstract conception, and active experimentation, were considered in this study. Meanwhile, the four constructs of performance expectance, effort expectance, social influence, and facilitating condition from UTAUT were also included in the research model. Then, the hypotheses regarding whether the four stages of Kolb’s learning style and the four constructs of UTAUT significantly affect behavioral intention on using VRH in learning were proposed. This research has adopted structural equation model for the model construction and inference analysis to test the proposed hypotheses. The results show that only concrete experience of Kolb’s learning style has positive and significant effect on users’ behavioral intention to use the VRH in learning. On the other hand, all of the four constructs of UTAUT have positive and significant effect on users’ behavioral intention to use the VRH in learning. Accordingly, education institutions should find ways to strengthen these significant aspects in order to increase the behavioral intention of using VRH in learning. | en_US |