Virtual museums: a tool for studying traditional Indonesian musical instruments

Introduction. The integration of virtual reality (VR) platforms into educational museum spaces plays a crucial role in preserving and promoting traditional music. However, the declining interest among young people in traditional Indonesian musical instruments emphasises the need for innovative pedagogical strategies. Museum-based VR platforms offer a promising tool to enhance interactivity, accessibility, and relevance in learning. Aim. The present study aims to identify the key factors influencing the implementation of VR technologies in the educational processes of museums, utilising the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technological Pedagogical Content Knowledge (TPACK) framework. Methodology and research methods. The study employed partial least squares structural equation modelling (PLS-SEM) to examine the influence of technological competence, cultural factors, behavioural attitudes, and pedagogical knowledge on the effectiveness of using VR. Results and scientific novelty. The critical role of teacher training in enhancing their technological and pedagogical qualifications was confirmed. The PLS-SEM results demonstrate that technological competence and pedagogical knowledge significantly influence behavioural intentions, which, in turn, are the strongest predictors of the actual use of VR technologies. Practical significance. Practical recommendations are provided for educators, developers of educational programmes, and specialists in cultural heritage concerning the integration of VR into learning and exhibition contexts. It is demonstrated that the pedagogically informed application of VR technologies to culturally significant materials enhances engagement and learning effectiveness, thereby contributing to the preservation of traditional Indonesian music.

1. Ling S.I. Music technology in the 21st century of global music education: opportunities and challenges. In: 14th Asia-Pacific Symposium for Music Education Research (APSMER 2023). 2023:242–251.

2. Asad M.M., Naz A., Churi P., Tahanzadeh M.M. Virtual reality as pedagogical tool to enhance experiential learning: a systematic literature review. Education Research International. 2021;1:7061623. doi:10.1155/2021/7061623

3. Hu-Au E., Lee J.J. Virtual reality in education: a tool for learning in the experience age. International Journal of Innovation in Education. 2017;4(4):215–226. doi:10.1504/IJIIE.2017.091481

4. Makransky G., Andreasen N.K., Baceviciute S., Mayer R.E. Immersive virtual reality increases liking but not learning with a science simulation and generative learning strategies promote learning in immersive virtual reality. Journal of Educational Psychology. 2021;113(4):719. doi:10.1037/edu0000473

5. Miharja D. Perilaku keberagamaan masyarakat Sunda Jawa Barat. Jurnal Perspektif. 2022;6(1):74–88. (In Indonesian) doi:10.15575/jp.v6i1.169

6. Hronček P., Gregorová B., Tometzová D., Molokáč M., Hvizdák L. Modeling of vanished historic mining landscape features as a part of digital cultural heritage and possibilities of its use in mining tourism (case study: Gelnica town, Slovakia). Resources. 2020;9(4):43. doi:10.3390/resources9040043

7. Skublewska-Paszkowska M., Milosz M., Powroznik P., Lukasik E. 3D technologies for intangible cultural heritage preservation – literature review for selected databases. Heritage Science. 2022;10(1). doi:10.1186/s40494-021-00633-x

8. Poux F., Valembois Q., Mattes C., Kobbelt L., Billen R. Initial user-centered design of a virtual reality heritage system: applications for digital tourism. Remote Sensing. 2020;12(16):2583. doi:10.3390/rs12162583

9. Zhang C., Duan L., Hu B., Xue Y., Cheng Y., Wang Y. Design and realization of the digital protection platform of traditional intangible cultural heritage based on virtual reality technology. Applied Mathematics and Nonlinear Sciences. 2023;9(1):1–16. doi:10.2478/amns-2024-1225

10. Suki N.M., Suki N.M. Structural relationships in the embedding of role-play games in a class for Japanese language proficiency: towards a unified view. Technology, Knowledge and Learning. 2019;24:65–87. doi:10.1007/s10758-016-9294-8

11. Moughal W., Nordin S. M., Salleh R., Abbasi H.A. Social networking sites for success: a UTAUT-based investigation into university employee performance enhancement. Business Management and Strategy. 2023;14(2):144–163. doi:10.5296/bms.v14i2.21369

12. Khechine H., Raymond B., Augier M. The adoption of a social learning system: intrinsic value in the UTAUT model. British Journal of Educational Technology. 2020;51(6):2306–2325. doi:10.1111/bjet.12905

13. Zhou L.L., Owusu-Marfo J., Asante Antwi H., Antwi M.O., Kachie A.D.T., Ampon-Wireko S. Assessment of the social influence and facilitating conditions that support nurses’ adoption of hospital electronic information management systems (HEIMS) in Ghana using the unified theory of acceptance and use of technology (UTAUT) model. BMC Medical Informatics and Decision Making. 2019;19(230):1–9. doi:0.1186/s12911-019-0956-z

14. Tong Z. An adaptive neuro-fuzzy inference system for assessing student’s attitudes towards vocal music instruction. International Journal of Fuzzy Systems. 2024; 1–16. doi:10.1007/s40815-024-01807-y

15. Mishra P., Koehler M.J. Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record. 2006;108(6):1017–1054. doi:10.1111/j.1467-9620.2006.00684.x

16. Cipta F., Sukmayadi Y., Milyartini R., Hardini T.I. Optimizing AI-powered music creation social media to amplify learning content. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran. 2024;10(3):881–892. doi:10.33394/jk.v10i3.12332

17. Stoilescu D. A critical examination of the technological pedagogical content knowledge framework: secondary school mathematics teachers integrating technology. Journal of Educational Computing Research. 2015;52(4):514–547. doi:10.1177/0735633115572285

18. Latif M.M.A., Alhamad M.M. Emergency remote teaching of foreign languages at Saudi universities: teachers’ reported challenges, coping strategies and training needs. Education and Information Technologies. 2023;28(7):8919–8944. doi:10.1007/s10639-022-11512-8

19. Galla C.K. Digital realities of Indigenous language revitalization: a look at Hawaiian language technology in the modern world. Language and Literacy. 2018;20(3):100–120. doi:10.20360/langandlit29412

20. Petersen G.B., Petkakis G., Makransky G. A study of how immersion and interactivity drive VR learning. Computers & Education. 2022;179:104429. doi:10.1016/j.compedu.2021.104429

21. Lui M., McEwen R., Mullally M. Immersive virtual reality for supporting complex scientific knowledge: augmenting our understanding with physiological monitoring. British Journal of Educational Technology. 2020;51(6):2181–2199. doi:10.1111/bjet.13022

22. Kolb D.A., Boyatzis R.E., Mainemelis C. Experiential learning theory: previous research and new directions. In: Sternberg R.J., Zhang L.-F., eds. Perspectives on Thinking, Learning, and Cognitive Styles. Routledge; 2014:227–247. doi:10.4324/9781410605986

23. Febriyani F., Sukmayadi Y. Pembelajaran seni musik sebelum, semasa, sesudah pandemi COVID-19 di SMP. Educatif: Jurnal Ilmu Pendidikan. 2023;5(2):1440–1453.(In Indonesian) doi:10.31004/edukatif.v5i2.5246

24. Firmansyah M.B., Suchaina M.P. Model Pembelajaran Multimodal Bermuatan Ekonomi Kreatif: Panduan Praktis Pembelajaran Multimodal di Perguruan Tinggi. (In Indonesian). Pasuruan: Aqilian Publika; 2023. 158 p.

25. Lampropoulos G., Keramopoulos E., Diamantaras K., Evangelidis G. Augmented reality and virtual reality in education: public perspectives, sentiments, attitudes, and discourses. Education Sciences. 2022;12(11):798. doi:10.3390/educsci12110798

26. Nurjatisari T., Sukmayadi Y., Nugraheni T. Penguatan Profil Pelajar Pancasila melalui Kemasan Pertunjukan Seni pada Kurikulum Merdeka di Sekolah Dasar. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini. 2023;7(4):4013–4024. (In Indonesian). doi:10.31004/obsesi.v7i4.4836

27. Ahmed M., Ragab H., Shaker S. Musical instruments as a source of inspiration in the design of the printed hanging of the school music room. Journal of Design Sciences and Applied Arts. 2021;2(2):204–210. doi:10.21608/jdsaa.2021.29831.1047

28. Li G., Lin S., Tian Y. Immersive museums in the digital age: Exploring the impact of virtual reality on visitor satisfaction and loyalty. Journal of the Knowledge Economy. 2024:1–34. doi:10.1007/s13132-024-01782-7

29. Pickard Z.F. Representing Difficult Histories in the Museum: Virtual and Augmented Reality as Tools for Communicating Difficult and Dissonant Histories. PhD Dissertation. University of Pittsburgh; 2022. 225 p.

30. Egea-Vivancos A., Arias-Ferrer L. Principles for the design of a history and heritage game based on the evaluation of immersive virtual reality video games. E-learning and Digital Media. 2021;18(4):383–402. doi:10.1177/2042753020980103

31. SullyCole A. Mandé Instruments at the Met Analyzing Intangible Cultural Heritage in the Context of an African Musical Instrument Collection in the Museum. PhD dissertation. Columbia University; 2022. 396 p.

32. UNESCO, Indonesian Angklung. UNESCO Intangible Cultural Heritage Lists. UNESCO. Accessed October 02, 2025. https://ich.unesco.org/en/RL/indonesian-angklung-00393

33. Hammady R. Virtual Guidance Using Mixed Reality in Historical Places and Museums. PhD dissertation. Staffordshire University; 2019. 250 p.

34. Hutson J. Digital cultural heritage preservation. In: Art and Culture in the Multiverse of Metaverses: Immersion, Presence, and Interactivity in the Digital Age. Cham: Springer; 2024:99–141. doi:10.1007/978-3-031-66320-8_4

35. Bollati I., Spanevello M. Museum, human archive, and technologies: digital serving oral culture. The International Journal of the Inclusive Museum. 2022;15(2):97. doi:10.18848/1835-2014/CGP/v15i02/97-107

36. Bystrom K.E., Barfield W., Hendrix C. A conceptual model of the sense of presence in virtual environments. Presence: Teleoperators & Virtual Environments. 1999;8(2):241–244. doi:10.1162/105474699566107

37. Venkatesh V., Morris M.G., Davis G.B., Davis F.D. User acceptance of information technology: toward a unified view. MIS quarterly. 2003;27(3):425–478. doi:10.2307/30036540

38. Rafique H., Almagrabi A.O., Shamim A., Anwar F., Bashir A.K. Investigating the acceptance of mobile library applications with an extended technology acceptance model (TAM). Computers & Education. 2020;145:103732. doi:10.1016/j.compedu.2019.103732

39. D’souza D.J., Joshi H.G., Raghavendra P. Assessment of consumers acceptance of e-commerce to purchase geographical indication based crop using technology acceptance model (TAM). AGRIS online Papers in Economics and Informatics. 2021;13(3):25–33. doi:10.22004/ag.econ.32026640

40. Dwivedi Y.K., Rana N.P., Jeyaraj A., Clement M., Williams M.D. Re-examining the unified theory of acceptance and use of technology (UTAUT): towards a revised theoretical model. Information Systems Frontiers. 2019;21:719–734. doi:10.1007/s10796-017-9774-y

41. Cipta F., Sukmayadi Y., Milyartini R., Kholid D.M., Gunara S. Technological Pedagogical and Content Knowledge (TPACK) integration in teaching music: a perception of high school music teacher. Jurnal Paedagogy. 2024;11(2):252–264. doi:10.33394/jp.v11i2.9624

42. Koehler M., Mishra P. What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education. 2009;9(1):60–70.

43. Habibah A., Pujiarti D.A., Widyanti A., Soetisna H.R. The potential and challenges of virtual reality in Indonesia. In: Proceedings of the Second Asia Pacific International Conference on Industrial Engineering and Operations Management. 2021:2811–2819.

44. Jong M.S.Y., Tsai C.C., Xie H., Wong F.K.-K. Integrating interactive learner-immersed video-based virtual reality into learning and teaching of physical geography. British Journal of Educational Technology. 2020;51(6);2064–2079. doi:10.1111/bjet.12947

45. Reynolds W.M., Park S. Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers’ pedagogical content knowledge. Journal of Research in Science Teaching. 2021;58(5):721–748. doi:10.1002/tea.21676

46. Chai C.S., Koh J.H.L., Tsai C.C. A review of technological pedagogical content knowledge. Journal of Educational Technology & Society. 2013;16(2):31–51.

47. Lachner A., Backfisch I., Stürmer K. A test-based approach of modeling and measuring technological pedagogical knowledge. Computers & Education. 2019;142:103645. doi:10.1016/j.compedu.2019.103645