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- Several underdeveloped and impoverished countries have struggled to manage the teaching and learning procedures since the wake of the COVID-19 pandemic, as the learning process has assumed a new dimension of implementation of online learning. While extended reality technology (XRT) has been recognized as an exciting and appealing mode of instruction, its understanding remains superficial among students and lecturers in Nigerian universities. This study, therefore, investigated lecturers’ and students’ awareness, knowledge, and usage of XRTs and academic accomplishment, considering gender-related disparities. The cognitive theory of multimedia learning anchored the study, and hierarchical regression correlational design was used to explore lecturers’ and students’ awareness, knowledge, and usage of XRTs with the use of a validated instrument administered to 5,230 students and 1,587 lecturers across private and public universities in South-Western Nigeria. The statistical analysis consisted of stepwise hierarchical multiple linear regression depending on how the other factors relate to the structure. The findings revealed that students were never aware, had very little knowledge, and had never been using XRTs in school, with lecturers having average awareness of XRTs but had shallow knowledge and had never been using XRTs in school with gender indifference and a significant proportion of variance to the prediction of students’ academic achievement. Findings have implications for integrating XRTs into Nigerian universities’ instruction and learning procedures. There is a need for the Nigerian government to equip universities with the necessary hardware and software to support XRTs and integrate XRTs into the curriculum.
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- 2025| Common ground resear...Education 4.0 is majorly characterized by emerging technologies like artificial intelligence (AI), virtual reality (VR), augmented reality (AR), the Internet of Things (IoT), and gamification, among others, to create personalized and interactive learning experiences. These emerging technologies place pre-service teachers who belong to the generation of digital natives at the forefront of implementing this transformative instructional process. VR, as an emerging technology, enables users to interact with and explore three dimensional space, providing an immersive experience. The effectiveness of integrating emerging technologies into instructional activities relies heavily on the readiness of pre-service teachers to adapt and implement these tools seamlessly. This study, therefore, investigates the influence of pre-service teachers’ technology readiness on their intention to utilize VR through the lens of planned behavior theory. The study sampled 139 pre-service teachers from southwestern Nigeria specializing in mathematics, sciences, and technology. Partial least square structural equation modeling was used to analyze data collected through an online survey. The results showed that pre-service teachers’ attitudes toward VR significantly influence their intention to use it. Additionally, technology readiness influences their perceived behavioral control (PBC), subjective norms, and intention to use VR but does not influence their attitude toward VR. Furthermore, PBC influences their attitudes toward VR but not their intention to use it. Subjective norms also influence their PBC and attitudes toward VR yet do not influence the intention to use VR. Overall, the model explains 68.5% of the variance in the intention to use VR, establishing a positive association between the constructs. Therefore, teacher education programs should adopt innovative initiatives to enhance pre-service teachers’ technological readiness and foster a collaborative environment, ensuring their relevance and effectiveness in Education 4.0.
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