The impact of aesthetics, technological optimism, and technological innovativeness on the acceptance of VR for the education of electrical circuits

This study examines the influence of aesthetics, technological optimism, and technological innovativeness on engineering students’ acceptance of a virtual reality (VR) application for learning electrical circuits. An app that simulates current intensity in direct current (DC) circuits was utilized, offering an immersive experience for students. A total of 172 engineering students participated in the study. Structural Equation Modeling (SEM) was applied to assess the proposed model and complement it with Fuzzy-set Qualitative Comparative Analysis (fsQCA). Results confirm the Technology Acceptance Model (TAM), indicating that perceived usefulness and ease of use have a positive influence on attitudes and behavioral intentions. Among external variables, aesthetics significantly enhance perceived ease of use, reinforcing the relevance of visual design in technology adoption. The fsQCA results identify two alternative routes to high intention to adopt VR: one centered on aesthetics, and another associated with high technological innovativeness. These findings highlight that different configurations of user characteristics can converge toward similar adoption outcomes, underscoring the importance of considering multiple pathways when designing and evaluating VR-based learning tools in engineering education.