Research On The Current Status And Influencing Factors Of Virtual Reality Technology Application Among Secondary Vocational Teacher

With the advance of information technology,vocational education has also set off a wave of reforms.The Ministry of Education has successively issued a number of policies to promote the informatization of vocational education,focusing on accelerating the construction of vocational education information infrastructure and the development of high-quality resources.As one of the emerging technologies arising from the rapid development of the Internet,Virtual Reality(VR)technology has gradually been applied in the field of education.For students in secondary vocational schools,providing VR technology as a supplement of traditional teaching methods can help them get a real experience through virtual situations without being restricted by time and space,which may increase their learning interest,avoid dangerous operations,and gain more intuitive knowledge and skills.However,whether VR technology can really play a role in improving teaching,depends on whether teachers can accept and use the technology well.Teachers are the designers and leaders of teaching activities.Focus on secondary vocational teachers’ integration of VR technology to carry out the teaching current situation and the impact factors of the VR teaching is helpful to deeply understand the problems encountered by secondary vocational teachers in using VR technology,so as to solve the problems pertinently.This empirical work offers insights on the issues of applying VR technology in secondary vocational schools,which is helpful to promote the informatization of vocational education.Based on this,this study takes secondary vocational teachers as the research object.It explores the current situation of the application of VR technology by secondary vocational teachers and the impact factors of their use intention.First of all,on the basis of literature review,this work uses the survey and interviews to explore the issues that secondary vocational teachers encounter when they apply VR technology to their teaching.At the same time,the integrated model of technology acceptance(TAM3)is used as the research model from the existing literature,and the research variables are determined according to the simulation characteristics of VR technology.Based on this model,this work constructs the theoretical model of inpact factors of secondary vocational teachers’ VR technology intention,develops a scale of impact factors of secondary vocational teachers’ intention to use VR technology,and forms a questionnaire on the Current Situation and Impact Factors of Virtual Reality Teaching Intention of Secondary Vocational Teachers.The questionnaire on the impact factors of VR technology application status and use intention of secondary vocational teachers is composed of the current situation survey questions and the impact factors scale.This survey has a good reliability and validity.It was officially assigned to the teachers of five secondary vocational schools in Xi’an,and the teachers were also interviewed.The data of 203 participants were valid.SPSS 23.0and Amos 26.0 were used for descriptive statistical analysis,reliability and validity analysis and structural equation model analysis.The findings are as follows:(1)From the survey data and interviews,it is found that the issues in the adoption of VR teaching in secondary vocational schools are the weak VR teaching environment,the lack of resources,the weak VR teaching ability of secondary vocational teachers,and insufficient convenient conditions for VR teaching.(2)The analysis of impact factors shows that perceived usefulness,perceived ease of use and social influence had direct and significant positive effects on use intention.Job relevance,simulation degree and computer self-efficacy had direct and significant positive effects on perceived usefulness,and had indirect and significant positive effects on use intention.Computer self-efficacy and convenience had direct and significant positive effects on perceived ease of use,and had indirect and significant positive effects on use intention.Regarding the total effect,the influence degree of the impact factors on the use intention of VR teaching of secondary vocational teachers from large to small is social influence,perceived usefulness,perceived ease of use,computer self-efficacy,convenience,work relevance,and simulation degree.Based on these findings,this paper puts forward some suggestions to promote the adoption of VR technology for secondary vocational teachers from three aspects,that is VR teaching environment and resources in secondary vocational schools,VR teaching ability of secondary vocational teachers,and VR teaching support and service:(1)In terms of optimizing the VR teaching environment and resources in secondary vocational schools,equipment manufacturers and software developer should reduce the construction cost of VR teaching environment in secondary vocational schools and improve the function of VR teaching system.The government promotes platform construction and resource sharing.(2)In terms of improving the VR teaching ability of secondary vocational teachers,this work suggests organizing VR teaching learning guidance,and collaborative development of VR teaching resources.(3)In terms of ensuring the VR teaching support and service for secondary vocational teachers,policy-makers should effectively solve the work study contradiction of secondary vocational teachers,and create a VR teaching atmosphere.