Investigating Enablers for the Adoption of Gamified Immersive Virtual Reality in English and Literary Studies

Abstract

As educational needs change, gamified immersive virtual reality (I-VR) can enhance learning by making it more interactive. Immersive virtual reality is used more in science than in the humanities. This study uses the Theory of Planned Behavior (TPB) to explore factors that affect students' intentions to use gamified I-VR, particularly in developing regions. It examines how attitudes, social norms, and perceived control affect this intention in English and Literary Studies. The study also looks at students’ beliefs about gamified I-VR's effectiveness and their emotional reactions to it. A quantitative survey was conducted at the Federal University Wukari using a TPB-based questionnaire. Results indicate that positive attitudes, social support, and ease of use significantly influence students' willingness to adopt gamified I-VR. Students who find the technology beneficial are more likely to use it in their studies. Challenges such as high costs and limited access highlight the need for institutional support for successful integration. The findings suggest that educational institutions should provide training and resources to build confidence in using I-VR technologies. Future research could include other disciplines and consider different theoretical models like Unified Theory of Acceptance and Use of Technology (UTAUT) for a broader understanding of technology adoption. This study adds to the research on innovative educational technologies and provides insights for improving English and Literary Studies with gamified I-VR.