The Factors Influencing Islamic Education Teachers' Acceptance of Immersive Virtual Reality (IVR) Technology in Oman, Considering the Unified Theory of Acceptance and Use of Technology (UTAUT)

AL Farisi, Saja; Nasser Bin Yousef Al Salmi, Mohsen

doi:10.21608/edusohag.2025.407393.1765

The Factors Influencing Islamic Education Teachers' Acceptance of Immersive Virtual Reality (IVR) Technology in Oman, Considering the Unified Theory of Acceptance and Use of Technology (UTAUT)

Document Type : Original Article

Authors

¹ Department of Curriculum and Instruction, College of Education, Sultan Qaboos University, Al-Seeb, Sultanate of Oman.

² College of Education, Sultan Qaboos University

10.21608/edusohag.2025.407393.1765

Abstract

This study aimed to identify the factors influencing the acceptance of immersive virtual reality (IVR) technology among Islamic Education teachers in the Sultanate of Oman. It was based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, which was adapted and extended as part of this research. To achieve its objectives, the study employed a descriptive correlational design and utilized a 25-item scale distributed across eight dimensions to measure IVR acceptance. The instrument was administered to a sample of 358 male and female teachers from both basic and post-basic education schools.
The results indicated that all eight dimensions influenced teacher acceptance to varying degrees, ranked in descending order as follows: behavioral intention, performance expectancy, social influence, voluntariness of use, effort expectancy, facilitating conditions, attitude toward technology, and actual use. Facilitating conditions were found to have a statistically significant effect on actual use. Additionally, significant relationships were observed between behavioral intention and each of performance expectancy, social influence, and voluntariness of use, while effort expectancy did not exhibit a significant effect. The findings also revealed no statistically significant differences in acceptance based on gender, educational qualification, or years of teaching experience, except for minor variations in specific dimensions. Overall, the results confirmed that higher levels of acceptance contribute positively to the efficiency and quality of instructional practices. The study recommends adopting the developed model as an analytical framework for understanding the determinants of technology acceptance within the Omani educational context. It highlights the need for a supportive school environment to facilitate the integration of immersive virtual reality technology into Islamic Education teaching.

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