Virtual reality (VR) simulators in maritime education: adoption factors among students in Norway and the United Kingdom

Virtual Reality (VR) technology offers novel opportunities for education and training along with grounds for critical evaluation of its implications. This study explores maritime students’ perceptions towards VR simulators utilising constructs from the Technology Acceptance Model (TAM) with VR-specific factors, learner-centric attributes, and external considerations associated with VR simulators. A structured questionnaire was used to collect data from 221 maritime students in Norway and the United Kingdom (UK). Data analysis was conducted using the Partial Least Squares-Structural Equation Modelling (PLS-SEM) method to operationalise the extended TAM framework. The findings highlight the importance of perceived cognitive benefits of VR simulators and students’ enjoyment during VR training. Further, students with higher perceived self-efficacy report greater perceived ease of use of VR simulators and stronger behavioural intentions. Meanwhile, learners’ autonomy has a significant negative association with perceived ease of use, while regulatory uncertainty reduces learners’ intention to use VR simulators. The results highlight the uniqueness of maritime students’ perspectives on VR simulators.