| Summary: | Virtual reality (VR) technology is a computer simulation system that generates immersive learning experiences in a virtual world. Simulated environments created using VR has the potential to impact learner attitude which directly influences learners’ physical learning behaviour through interactive three-dimensional views. This innovative approach of communication is able to guide students engaging with real-time simulations, making it a powerful tool for gaining a deeper understanding of knowledge. In contrast to the monotonous nature of traditional learning methods, interactive learning processes facilitated by VR are less time-consuming and enhance learning attitudes among students. The flexibility to learn anytime and anywhere encourages students to adapt to new skills fast. In this context, the main objective of this study is to explore the acceptance of VR among junior boy scouts and its influence on their learning attitude. The understanding and acceptance of VR among young scouts can assist the education sector in adopting this new communication technology to enhance unique learning methods. The study employed a quantitative study, involving face-to-face surveys with 300 junior boy scouts from Kuala Lumpur, Malaysia. The results indicate that Virtual Reality Hedonic Motivation is the most influential factor influencing Virtual Learning Behavioural Intention with a Pearson correlation (r) score of =.750. The findings validate the growth of VR in the education sector as an alternative way of learning and as a part of the Malaysia Education Blueprint, Shift 7 (System Structure), that emphasises on leveraging information technology for self-paced learning. Furthermore, VR boosts students’ learning attitude which is aligned with the digitalisation niche in the context of integrating interactive learning beyond the classroom. © SEARCH Journal 2024.
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