U.S ARMY INTELLIGENCE TRAINING PERSONNEL ATTITUDES, BELIEFS, AND PERCEPTIONS TOWARD ADOPTION OF VIRTUAL REALITY (VR): A CASE STUDY

Abstract

The purpose of this study was to gather attitudes, beliefs, and perceptions on the intent to use virtual reality in training environments. Through the lens of behavioral actions that lead to educational technology adoption, this study considered training development decisions and choices that drive whether or not virtual reality is integrated within U.S. Army intelligence training. The contextual significance is an important approach that follows an applied theory method to better understand virtual reality within an identified setting. This case study sought to explore if and how exposure may alter inherent biases not only about virtual reality as a technology but, the use of it in instructional settings rather than perceived as simply an entertainment platform. It also considered organizational influences and perceptions, beliefs, and attitudes about using virtual reality in an intelligence learning environment. There were nine participants in this case study. Data was derived from nine semi-structured interviews which were conducted through individual virtual meetings to consider behavioral intent in using virtual reality. The initial approach was designed around the individual, while a second phase considered facilitating conditions, those institutional elements that support VR use, through the lens of the organization. The goal was to triangulate data between the individual reported experience and the workings of an organization, to include organizational documentation of initiatives, policies, and doctrine. The data was viewed through the Unified Theory of Acceptance and Use of Technology (UTAUT) model, which provide the top nine “Big Ideas,” or root criteria, from which to break down the data within Atlas/ti. A set of sub-codes were derived out of the nine primary codes to better answer the research study questions. This data provided a window into organizational paradigms, processes and procedures in integrating and implementing educational technology institutionally. The results revealed that although the participants were open to using virtual reality within their training development role, they were very cognizant of the limitations and challenges. One of the challenges included a lack of virtual reality training within their role. Another challenge was funding and resources. The most notable limitation identified was a lack of a clear process that supported and scaffolded the change management needed to integrate virtual reality into the organizational structure. The institutional infrastructure, or what can be termed “facilitating conditions,” required to result in the use of virtual reality across an Army schoolhouse garrison was reported as lacking. These internal “structures” are identified as doctrine, policies, processes, and training which provide a path toward literacy and readiness, and possible successful adoption of virtual reality as an educational technology.