Analyzing VR-SL Models in Physical Education: a study of Indonesian educational institutions based on the e-readiness model
DOI:
https://doi.org/10.47197/retos.v77.117663Keywords:
E-Readiness, Physical Education, Seamless Learning (SL), UTAUT, Virtual Reality (VR)Abstract
Background: Virtual Reality technology is reshaping educational paradigms, especially when integrated with Seamless Learning approaches that transcend temporal and spatial boundaries. However, VR adoption in physical education in Indonesia remains constrained by varying levels of technological readiness and conceptual understanding.
Objective: This study aims to examine the readiness to adopt VR-based seamless learning and its influence on technology usage intention and behavior. It further investigates the moderating role of digital maturity in the Unified Theory of Acceptance and Use of Technology (UTAUT) framework.
Method: A cross-sectional quantitative survey was conducted with 422 respondents, comprising lecturers, elementary, middle, and high school physical education teachers, and university students across East Java. Data were analysed using Structural Equation Modeling, integrating the Technology Readiness Index and UTAUT constructs.
Results: Findings reveal that motivators (innovativeness and optimism) significantly and positively affect usage intention and behavior, mediated by Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions. In contrast, inhibitors (discomfort and insecurity) showed no significant effect, suggesting that strong UTAUT factors can neutralize resistance to technology. Digital maturity significantly moderates the relationship between UTAUT constructs and usage outcomes, amplifying adoption intention and behaviour among digitally mature users.
Conclusion: The adoption readiness of VR seamless learning is characterized by high enthusiasm but varied conceptual understanding and access constraints. Digital maturity emerges as a critical factor that strengthens adoption while mitigating technological barriers, emphasizing its strategic importance in educational technology implementation.
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