How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach
Bibliographic Data
Virtual reality, as an excellent supportive instructional technology, has gained increasing attention from educators and professionals, where desktop‐based virtual reality (DVR) is broadly adopted due to its affordability and accessibility. However, when evaluating students' learning experiences such as flow experiences in DVR environments, most studies adopt a single construct (the total score of flow experience) rather than multiple constructs (enjoyment, engagement, concentration, presence and time distortion). This study implemented desktop‐based virtual reality for a STEM bridge designing program with a total of 254 undergraduates to investigate the relationship between self‐regulation skills, five dimensions of flow experience, learning satisfaction and continuous intention when engaging in a DVR learning environment. The results revealed that self‐regulated learning exerted a dominant impact on students' learning attitudes in DVR learning, in which students' flow experience had a significant mediating effect. Notably, although DVR exhibited poor time distortion, higher satisfaction and continuous intention were still predicted by the mentality of flow experience (ie, enjoyment, engagement, concentration and presence). The findings of this study contribute to the consideration of learning experiences and attitudes, which has insights for the future design of desktop‐based virtual reality environments and related instructional activities. Practitioner notes What is already known about this topic Students are different in self‐regulation skills, which influences their satisfaction and continuous intention in learning. Students' self‐regulation skills are one of the important variables in predicting their flow experience. A high level of flow experience contributes to a coherent and efficient learning experience within desktop‐based virtual reality (DVR) environments. What this paper adds Students' self‐regulation skills positively predicted their flow experience and satisfaction in DVR environments. The components of flow experience (enjoyment, concentration and presence) partially mediated the relationship between self‐regulation skills and satisfaction. Students' self‐regulation skills indirectly affect continuous intention by the enjoyment and engagement of flow experiences. Implications for practice and/or policy When delivering DVR‐based learning activities educators should be supportive of students with low levels of self‐regulation skills. Emphasis on promoting flow experiences such as enjoyment, engagement, concentration and presence in designing a DVR‐based classroom could enhance student satisfaction and continuous intention. Embedding scaffolding or feedback in DVR settings would support self‐regulated learning and subsequently improve student satisfaction and persistence through enhanced flow experience.
Affect (linguistics) · Construct (python library) · Educational technology · Human–computer interaction · Instructional simulation · Mathematics education · Structural equation modeling · Virtual reality · Applied Psychology · Computer Science · Education and Learning Interventions · Flow Experience in Various Fields · Psychology · Virtual Reality Applications and Impacts
The Role of Self-Efficacy and Curiosity in Factors Influencing Learner Attitudes Toward Metaverse-Based Language Learning
Can Virtual Reality Promote Cognitive, Affective, and Psychomotor Learning? A Synthesis of Systematic Reviews and Meta-Analytic Evidence
Designing and Evaluating a Situated Escape-Room Virtual Reality Game
Differentiated Science With IVR
The Effect of Virtual Laboratories on Improving Students’ SRL
The investigation of the relationships among artificial intelligence literacy, metacognitive awareness, satisfaction, learning strategies, and self-regulation skills of students in generative AI-powered programming education
Support or disrupt? The impact of danmaku on learners’ continuous learning intentions in online learning environment
An integrated model of online shopping behavior
How VR learning environment affects spatial cognitive processing
Self-regulation of Flow
Empowering virtual reality with feedback and reflection in hands‐on learning
Human– AI collaborative learning in mixed reality
Enhancing Spatial-Reasoning Perception Using Virtual Reality Immersive Experience
A study on how to improve students' continuance intention in landscape architecture conservation course within a virtual learning environment based on SVVR
How do benefits and challenges influence students' satisfaction with online education? The mediation effect of awareness
Investigating the effect of pre-training when learning through immersive virtual reality and video
Learning science in immersive virtual reality.
How Immersive Is Enough? A Meta-Analysis of the Effect of Immersive Technology on User Presence
Tips to use partial least squares structural equation modelling (PLS-SEM) in knowledge management
Investigating the process of learning with desktop virtual reality
How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach
Understanding Information Systems Continuance
Partial least squares structural equation modeling (PLS-SEM)
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students
Rethinking (Dis)engagement in human-computer interaction
Self-regulated mobile game-based English learning in a virtual reality environment
Effects of an immersive virtual reality‐based classroom on students’ learning performance in science lessons
How to reflect more effectively in online video learning
Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course
Systematic literature review on self-regulated learning in massive open online courses
Student differences in self-regulated learning
On the effects of student interest, self-efficacy, and perceptions of the instructor on flow, satisfaction, and learning outcomes
| Unique citing works | 15 |
|---|---|
| Citations per year | 5 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |