How Do Students' Self-Regulation Skills Affect Learning Satisfaction and Continuous Intention within Desktop-Based Virtual Reality? A Structural Equation Modelling Approach

Autor/inn/en	Liu, Zheyu; Yu, Ping; Liu, Jiale; Pi, Zhongling; Cui, Weijin
Titel	How Do Students' Self-Regulation Skills Affect Learning Satisfaction and Continuous Intention within Desktop-Based Virtual Reality? A Structural Equation Modelling Approach
Quelle	In: British Journal of Educational Technology, 54 (2023) 3, S.667-685 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Zheyu) ORCID (Yu, Ping) ORCID (Liu, Jiale) ORCID (Pi, Zhongling) ORCID (Cui, Weijin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13278
Schlagwörter	Self Control; STEM Education; Computer Simulation; Undergraduate Students; Skill Development; Student Satisfaction; Learner Engagement; Student Attitudes; Prediction; Intention; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Selbstbeherrschung; STEM; Computergrafik; Computersimulation; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Vorhersage; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01