Factors influencing the adoption of immersive technologies in higher education

Abstract

The adoption of immersive technologies, such as augmented reality (AR) and virtual reality (VR), in higher education, has the potential to revolutionise teaching and learning by providing interactive and engaging experiences. However, the integration of these technologies is influenced by numerous factors that must be understood to facilitate their effective implementation. Immersive technology simulation systems have conquered the world not only in education systems but also in industries across the world, such as health systems, e-commerce, and more, which are using immersive technologies. These advancements in technology provide students in higher education with the opportunity to enhance their electronic learning. This study explores the factors influencing the adoption of immersive technologies in higher education through a qualitative research approach. It is aimed at answering the research questions on the factors that could influence the adoption of immersive technologies in higher education. To achieve the aim and objectives of this study, one of the South African universities was selected as a case study. The study employed a qualitative research method, conducting online interviews with students and staff from the IT department at Cape Peninsula University of Technology Cape Town Campus. The purposive sampling method was used to select participants with relevant experience and knowledge of immersive technologies. The collected data were analysed using thematic analysis to identify key themes and patterns related to the adoption process. TOE framework was used to guide the research questions. The study identified several critical factors influencing the adoption of immersive technologies, including technical infrastructure, curiosity, pricing reduction, organisational culture, financial resources, technology training, and stakeholder involvement. Additionally, the research highlighted the importance of management support and the relative advantage of these technologies in enhancing educational outcomes. The findings provide valuable insights for higher education institutions seeking to adopt immersive technologies and contribute to the broader understanding of the challenges and opportunities associated with the implementation. This study's contributions are theoretical. It enriches the existing literature on technology adoption in education; methodologically, it demonstrates the utility of qualitative research in exploring complex adoption processes; and it offers actionable recommendations for institutions aiming to integrate immersive technologies into their educational frameworks.