Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

First Advisor

Dr. Qiping Zhang

Second Advisor

Dr. Chris Rosa

Third Advisor

Dr. David Jank

Abstract

The central goal of this work was to examine the usability barriers Middle School and High School students encountered while using VR during an educational learning activity. 20 Middle and High School students aged 11–21, with little or no prior VR experience, participated in a set of explanatory VR activities, after watching instructional videos. After the activity, students completed a brief survey on their ease of setting up the headset, using the controllers, and managing both devices during gameplay. This study used a mixed-methods approach, combining descriptive survey results with Structural Equation Modeling (SEM), which was ultimately framed in the context of Unified Theory of Acceptance and Use of Technology (UTAUT). This was assessed according to three functions of VR interaction: Headset Setup, VR Controller Usage and General VR Usage, using a survey to assess how perceptions of ease of use, Performance Expectancy (PE), Effort Expectancy, (EE) Social Influence, (SI) Facilitating Conditions (FC), and Behavioral Intention (BI) contributed to the impressions user with disabilities based on their use of VR. The most significant results emerged in the lowest ratings associated with Effort Expectancy, particularly during the interaction with and coordinated use of the dual motion controllers, along with moderate difficulties in putting on the VR headset during initial setup. The SEM analysis reinforced these descriptive findings, showing that Facilitating Conditions, Performance Expectancy, and Effort Expectancy played substantial roles in shaping participants’ individual VR usage.

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