In a bid to understand how new technologies are shaping maritime education, a recent study led by David Bačnar from the Faculty of Maritime Studies at the University of Rijeka has shed light on the acceptance of virtual reality (VR) simulators among maritime engineering students. The study, published in the journal ‘Applied System Innovation’ (translated as ‘Applied System Innovation’), applied the Technology Acceptance Model (TAM) to explore students’ intentions to adopt a fully immersive VR engine room simulator as a training tool.
The research, conducted with 84 maritime engineering students during initial trials of a head-mounted display (HMD) VR engine room simulator, revealed that perceived usefulness was the primary factor influencing students’ intentions to use the simulator. This finding is significant as it indicates that students are more likely to embrace new technologies if they see clear benefits in their educational and training processes.
“Perceived usefulness was the primary determinant of students’ behavioural intention to accept the simulator as a tool for training purposes,” Bačnar explained. “It acted both as a direct predictor and as a mediating variable, transmitting the positive effect of perceived ease of use onto the intention.”
The study’s findings offer valuable insights for software developers and educators aiming to enhance maritime education and training (MET) standards. By understanding the key factors that influence students’ acceptance of VR technologies, developers can design more effective and user-friendly simulators. Educators, on the other hand, can integrate these technologies into their teaching methods to provide more engaging and practical training experiences.
From a commercial perspective, the acceptance of VR simulators in maritime education presents significant opportunities. As the maritime industry continues to evolve, there is a growing demand for skilled professionals who can operate and maintain advanced ship systems. VR simulators offer a safe and controlled environment for students to gain hands-on experience, reducing the risks and costs associated with traditional training methods.
Moreover, the integration of VR technologies in maritime education can enhance the overall quality of training, leading to better-prepared graduates who are ready to meet the industry’s demands. This, in turn, can improve the competitiveness of maritime institutions and attract more students to the field.
In summary, the study by Bačnar and his team highlights the importance of perceived usefulness in the acceptance of VR simulators among maritime engineering students. The findings provide a roadmap for developers and educators to create more effective training tools and methods, ultimately benefiting the maritime industry as a whole. As the industry continues to embrace new technologies, the insights from this study will be crucial in shaping the future of maritime education and training.