FACTORS INFLUENCING STUDENTS’ INTERACTION AND ADOPTION OF DIGITAL VIRTUAL REALITY IN CHINESE HIGHER EDUCATION INSTITUTIONS: A TAM-BASED APPROACH

Authors: Wang Kejie & Dr. Nor Masharah Binti Husain Tutor

ABSTRACT

This study investigates the factors influencing students’ willingness to engage in digital virtual reality environments within Chinese higher education institutions. Utilizing the Technology Acceptance Model (TAM) as a theoretical framework and employing Structural Equation Modeling (SEM), the study provides valuable insights into the dynamics of virtual reality adoption among first-year college students at Gansu Hexi University. A total of 1456 students participated in the study, with data collected through validated and reliable structured questionnaires. The findings demonstrate the pivotal role of attitudes as a mediating factor, establishing a causal relationship between key variables—Perceived Ease of Use (PE), Perceived Usefulness (PU), and Willingness (W)—and interaction behavior. Specifically, Perceived Usefulness significantly influences attitudes (path coefficient = 0.721), which, in turn, impacts interaction (path coefficient = 0.363) and willingness (path coefficient = 0.387). Furthermore, Perceived Ease of Use directly influences attitudes (path coefficient = 0.205), underscoring the significance of user-friendly systems in fostering positive engagement. Additionally, the results highlight the critical interplay between willingness and interaction, demonstrating how students’ intentions directly drive actual engagement in virtual environments. These findings align with established TAM literature, reinforcing the importance of perceived utility and usability in shaping technology adoption behaviors. This study provides actionable insights for educators, designers, and policymakers seeking to enhance the integration of virtual reality in educational settings. By addressing the factors that drive interaction and willingness, this research contributes to the optimization of immersive learning experiences, ensuring that technology serves as a transformative tool in contemporary education. The findings pave the way for future research to further refine virtual reality applications, promoting engagement and experiential learning in the digital era.

Keywords: Technology Acceptance Model (TAM), Digital Virtual Reality, Student Attitudes, Interaction Behavior, Chinese Higher Education.

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