Development of a conceptual model related to teachers intentions to use virtual reality in science teaching

Today, research on the integration of technology and education is highly valuable. Virtual reality programs have reached a significant point in today's world, influenced by advancements in science and technology. In this context, the study aims to identify factors influencing science teachers' intentions to use virtual reality. Three different models were considered to determine these factors; i) Technology Acceptance Model, ii) Theory of Planned Behavior, and iii) Self-Determination Theory. This research aims to provide theoretical and practical implications to guide science teachers in diversifying their science teaching environment using virtual reality. The study was conducted using a cross-sectional survey design, a method among quantitative research techniques. The sample of the study consists of 298 science teachers. The prepared scales are of the five-point Likert type and consist of 30 items. During the data analysis, i) descriptive analyses, ii) confirmatory factor analysis, and iii) path analysis were used. The Cronbach Alpha reliability coefficient used to calculate the reliability of the research and the obtained values ensuring structural validity were found to be appropriate. According to the path analysis results, the relationship coefficients (β) range from .22 to .37. Thus, all 13 hypotheses in the study were concluded to be accepted (p<.001). It is expected that the results obtained from the research will guide teachers, curriculum developers, and researchers. Keywords: Science teaching, Virtual reality, Theory of planned behavior, Self-determination theory, Technology acceptance model.