Immersive on-the-job training module development and modeling users’ behavior using parametric multi-group analysis: A modified educational technology acceptance model

An on-the-job-training approach is required for sharing firsthand knowledge or experience with students in various contexts such as medicine, arts, architectural design, archaeology, construction, mining, and civil engineering. Large classes of university students and numerous professionals can learn from best case practices as on-the-job training. However, the job is not often available, the best case practices are not accessible to everyone, and the construction field is hazardous, so it may not be safe for a large group of students to attend operating construction sites. The large size of classes and, currently, the COVID-19 pandemic is also hindering the application of authentic and case-based training. This paper presents the process of developing and implementing innovative virtual tour (VT) modules to support on-the-job training needs where the teaching approach is the case-based storytelling scenario. The paper shows how the VTs were utilized for students’ learning, and their behavior was examined to see if it could support the development of a novel virtual teaching acceptance model (VTAM) as a theoretical framework for measuring educational technology adoption. VTAM comprises an amalgamation of technology attributes and learning factors, including perceived usefulness, engagement, situated learning, immersion, social presence, perceived utility, information-rich sources, and perceived satisfaction. VTAM was validated by conducting a longitudinal three-year survey with the participation of 339 VT users and an interview of 31 users to triangulate the quantitative analysis outcomes. The survey data was analyzed by using structural equation modeling (SEM) and parametric multi-group analysis (PMGA), and the interview transcriptions were analyzed using coding techniques. The outcome shows that VTAM, accompanied by situated learning, immersion, and social presence, has the strongest impact on engagement which positively affects students' satisfaction. VTAM helps to understand the critical factors affecting the usefulness of immersive technologies in education. The outcome is crucial to virtual system developers and online education designers for understanding students’ behavior in implementing virtual technologies successfully.