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Abstract

Educators have incorporated technology into flight training for decades. These devices have increased in complexity since the Link trainers of the early 20th century, resulting in aviation training devices, full flight simulators, and other technologies currently used in flight training programs. Acceptance has also increased since developers shifted the design of video games to incorporate educational aspects as is demonstrated by the popularity of computer based training. Recently, educators have developed more immersive simulation technologies for training purposes such as virtual, augmented, and mixed reality (VR, AR, MR). Although immersive technologies such as VR are being implemented into aviation training programs, educators do not always consider the factors that influence students to use these technologies. This is an important consideration for educators to understand: Student perspective of technology impacts decisions related to accepting and ultimately using the technology in a learning environment. The Technology Acceptance Model (TAM) and its extensions have been used to study how students accept and use various technologies in the educational environment. A pilot study was used to validate a survey instrument and measurement model to investigate the factors that influence aviation students to use VR for flight training. Results indicate that the CFA model and survey instrument have adequate reliability and validity for eight of the 10 factors. Two factors are reviewed for inclusion in the final measurement model. The results of the full study are anticipated for publication in the fall of 2020.

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