The focus of this research is the exploration of Virtual Reality’s (VR) potential impact on the acquisition of dental procedural knowledge. More precisely, this research specially aims to elucidate the manner in which users adapt to a simulated virtual environment in thecontext of teaching-learning Thereby defining the optimal utilization methods. This research is situated at the intersection of information and communications sciences and educational sciences through the study of the appropriation and use of an Information and Communication Technology (ICT) by users, while considering the integration of such technology within a pedagogical setting Indeed, VR technology presents unique challenges due to its inherent characteristics, such as the immersive nature and the interactive experiences it fosters. Can this technology be integrated into training in the same way as other ICTs? What are its contributions and limitations? What are the factors limiting or favouring its integration in this context? What are its contributions to training from the point of view of knowledge mediation? What are the users' opinions on its use in a teaching-learning context? Theoretical framing calls on models of acceptance of a technology by analysing user behaviour. One prominent example the TAM model for "Technology Acceptance Model"introduced by Davis (1989) which aims to predict the use of a digital object by an individual according to the perceived usefulness and perceived ease of use of the user. This model has been refined and expanded through the incorporation of social influence factors, as seen in TAM 2 (Venkatesh & Davis, 2000) and the UTAUT for "Unified Theory of Acceptance and Use of Technology" (Venkatesh, Morris, Davis, 2003). More recently, Bobilier-Chaumon (2016) deepens the notion of acceptance of a technology through: practical, social and situated acceptance. A model called "instrumental acceptance applied to ICT" or TAM_INJ proposed by Caron and Heutte (2017) takes up the basis of study models through user behaviour adapted to the teaching-learning context. These different models can combine measurement scales that can be used in the field of investigation. There are also integration models specific to ICT in education that propose indicators of the state of progress of the integration process of a new technology in a teaching-learning context. Vekout (2013) describes in his article these main models as TPACK (Technological Pedagogical Content Knowledge), SAMR (Substitution, Augmentation, Modification, Redefinition), PST (Pedagogical, Social and Technological affordance) or the continuum of approaches. Thes models provide resources, such as indicators and measurement scale, that facilitate the examination of virtual environment integration in the teaching-learning context. However, the primary challenge in conducting such research lies in the methodology of field investigation. Indeed, the virtual environment incorporates multiple technologies, with complicates the study of its usage (visual and haptic) making the study of its use more complex. Moreover, the teaching-learning situation in the classroom is itself a complex research object (Clanet, 2012). Indeed, the teaching-learning situation includes a set of actors, a teacher and students, in a classroom, as well as a joint set of constraints and resources (Tupin and Dolz, 2008). In examining a multifaceted artifact within a complex context, the intricacy of the situation renders the study rather challenging. The main objective of our fieldwork is to determine, observe and comprehend user behaviour during the interaction with the technology. Consequently, we chose to combine three survey methodologies: a qualitative survey by means of semi-structured interviews and focus groups; a quantitative survey by means of questionnaires, using the measurement scales mentioned above; and the observation of a pedagogical situation involving the technology. «The interview is a privileged instrument for understanding behaviour, the questionnaire is an excellent method for explaining conduct" De Singly (1992, p.23). Nevertheless, there is a difference between measurable human reactions called "perception" and non-measurable ones called "feeling" (Fuchs, 2018, p.241). Observation therefore allows the actual conduct of individuals to be observed objectively and compared with their perception. During the final semester of 2022, a preliminary study was conducted using a self-administered questionnaire among second-year Odontology students. In the first semester of 2023, semi-structured interviews with teachers and focus groups with students were organised. Subsequently, a second questionnaire was created by adapting the TAM_INJ measurement scale and is currently being administered to third year Odontology students. In the medium term, the field survey will combine qualitative surveys, questionnaires and observations in a longitudinal study. Our intention is to identify and observe both perceived and actual behaviour of users and their evolution in the use of the technology.