Investigating the Relationships among Virtual Reality Features, Technology Acceptance and Learning Performance in VR-assisted Language Learning

Abstract

Virtual reality (VR) technology characterized with real-time interactivity and strong sense of presence has emerged as an effective tool for language education. The importance of VR application in language learning has been widely acknowledged. However, the role of VR features in English as a foreign language (EFL) students’ technology acceptance and learning outcomes remains under-investigated. To fill the gap, this research explored the intricate relationship among VR features (i.e., interactivity and presence), technology adoption (i.e., perceived ease of use, perceived usefulness, and continuance intention), and students’ learning performance in VR-assisted language learning based on the theoretical framework of the technology acceptance model (TAM). Data collected from 254 undergraduates was analyzed through structural equation modelling. The findings demonstrated that interactivity and presence positively predicted EFL learners’ perceived ease of use and perceived usefulness of the VR platform, which further facilitated continuance intention. Furthermore, students’ continuance intention served as a pivotal antecedent of learning performance. The results encourage technological experts to promote the design of the VR platform and EFL teachers to unleash the full potential of VR properties in language courses.