Abstract

Virtual reality (VR) technology has attracted attention due to its advantages in educational fields, and its adoption in English learning can enhance students’ learning outcomes. Thus, strengthening VR adoption is conducive to promote learning efficiency and improve the quality of English education. This study analyzes the factors affecting VR adoption and examines the association between factors and students’ behavioral intention to adopt VR, as well as the mediating effect of attitude toward using VR in English education. A quantitative research method was employed in the study, with a total of 424 vocational students participating. Their responses were collected through a survey questionnaire using 5-points Likert scale. Using PLS-SEM approach on the collected data, the study identified the significant relationships between factors and behavioral intention of VR adoption, as well as with attitude toward using VR. The findings highlight the importance of factors such as perceived benefit, perceived sacrifice and external factors in shaping students’ behavioral intention to adopt VR, while also revealing the insignificant mediating effect of attitude toward using VR among vocational college students. This study provides important implications for educators and policymakers, offering insight into how influencing factors affect VR adoption and providing suggestions to promote its use in English learning to enhance students’ learning efficiency. 

Keywords

References

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