Mapping Educators’ Knowledge, Perceptions, and Readiness (KPR) towards the Adoption of Extended Reality (XR) Technologies in the Classroom (KPR-XR): Scale Development and Validation

Sourav Choudhury; Indrajeet Dutta

doi:10.52756/ijerr.2024.v45spl.025

Authors

Sourav Choudhury School of Education, Manipal Global Nxt University, Malaysia https://orcid.org/0000-0001-9678-8688
Indrajeet Dutta Maulana Azad National Urdu University, CTE, Bhopal, India https://orcid.org/0000-0002-5555-9982

DOI:

https://doi.org/10.52756/ijerr.2024.v45spl.025

Keywords:

Augmented reality, exploratory factor analysis, extended reality, knowledge, scale development, virtual reality

Abstract

This research endeavor aimed to develop and validate a comprehensive scale to assess educators’ knowledge, perceptions, and readiness (KPR) towards the adoption of Extended Reality (XR) technologies in classroom settings. XR (Virtual Reality -VR, Augmented Reality-AR, and Mixed Reality-MR) has transpired as a ground-breaking tool within the educational landscape, but its effective integration completely relies on educators. Grounded in three theoretical frameworks- Technological Pedagogical Content Knowledge (TPACK) for Knowledge, Technology Acceptance Model (TAM) for Perception, and Unified Theory of Acceptance and Use of Technology (UTAUT) for Readiness- the initial scale included 41 items that were drawn/inspired from different papers published in international journals. After this, expert reviews and Content Validity Index (CVI) calculation were undertaken, which resulted in three items being removed, resulting in a 38-item scale. The scale was then administered to 700 University educators across India in the mid of 2024. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) validated the scale structure, confirming three distinct dimensions (KPR) with strong internal consistency (> 0.90). The KPR-XR scale offers a reliable means to examine the critical factors (KPR) that influence educators' adoption of XR technologies, providing important implications for educational practice and policy.

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