Africa Records Higher VR Education Uptake Than China
Virtual reality is increasingly shaping education, but adoption varies by region and user group. Research comparing higher education in China and Africa shows students adopt immersive technologies more readily, while teachers stay wary. Regional conditions shape how virtual reality is integrated into learning environments.
The study, published in Humanities and Social Sciences Communications, compares virtual reality acceptance among teachers and students in China and Africa. The survey, which includes 339 participants, uses an extended Technology Acceptance Model to examine how perceptions, usability, and individual traits affect adoption.
African institutions show greater acceptance of virtual reality than those in China, despite limitations such as bandwidth constraints and limited access to advanced equipment. African respondents score higher in perceived usefulness, attitude, innovativeness, and intention to adopt.
In areas with scarce educational resources, virtual reality offers alternatives for simulations, practical training, and experiential learning. Chinese respondents, operating within more developed systems, show lower acceptance, focusing on curriculum alignment and instructional efficiency.
Across both regions, students consistently indicate greater acceptance of virtual reality than teachers, in terms of perceived usefulness, ease of use, attitude, and adoption intention.
Students value engagement, interactivity, and learning outcomes with immersive technologies. Teachers focus on implementation factors, such as preparation time, complexity, and institutional support.
This higher acceptance among students holds true in both China and Africa.
The study finds that individual innovativeness drives acceptance of virtual reality. More innovative people perceive greater usefulness and ease of use, and are more likely to adopt. Innovativeness has the strongest direct impact on behavioural intention among the variables studied.
Innovativeness strengthens the link between perception and adoption. Highly innovative individuals are more likely to act on positive perceptions, whereas less innovative individuals show a lower intention to adopt, even when they see benefits.
Cultural and institutional contexts shape adoption. In structured systems like China, adoption depends on curricula and processes. Greater flexibility in other contexts, as among African respondents, is linked to higher acceptance.
The digital divide shapes user behaviour, since limited resources can constrain adoption in line with local conditions and perceptions.
The report reveals the need to bridge teacher-student differences for wider adoption. Professional development, resources, and integration guidance stand identified as the main factors.
Institutional support, such as technical help and structured implementation, is crucial for sustained adoption. Gradual introduction through pilot programmes may also aid implementation.
The findings show that while virtual reality enables immersive and participatory learning, its adoption is determined by perceptions, cultural context, and individual characteristics, as well as technological factors.
