Factors Influencing Students’ Interaction and Willingness in Digital Virtual Reality: Mediating Role of Attitudes

Abstract

In the rapidly evolving landscape of education and technology, this study aims to unravel the intricate factors influencing students' attitudes, interaction behavior, and willingness in the realm of digital virtual reality. Grounded in the principles of the Structural Equation Model (SEM) and bolstered by robust quantitative analysis, this research presents valuable insights and practical implications for the ever-changing field of educational technology and immersive digital displays. To accomplish these goals, this study engaged a sample of 456 first-year college students at Gansu Hexi University between 2021 and 2022. Employing a rigorous research framework, structured questionnaires were meticulously validated for reliability and validity, forming the foundation for the research instrument. The results of this study shed light on several critical factors that significantly impact students' attitudes, interaction behavior, and willingness within the digital virtual reality environment. Attitude emerges as a central construct, mediating the relationships between multiple independent variables and the outcomes of interest. Key influencers include Perceived Reliability, Perceived Ease of Use, Perceived Usefulness, and Perceived Entertainment, all playing pivotal roles in shaping students' attitudes and, subsequently, their interaction behavior and willingness. These findings align with established literature on technology acceptance, educational technology, and human-computer interaction, underlining the importance of perceived reliability and ease of use in fostering positive attitudes toward technology. Additionally, the study highlights the value of students' perceptions of usefulness and entertainment in shaping their engagement within the virtual reality context. Furthermore, specific indirect effects within the model underscore the intricate dynamics at play. For example, Perceived Reliability not only directly influences students' attitudes but also indirectly affects their interaction behavior and willingness through the mediating role of attitudes. This underscores the critical role of attitudes as a central construct that translates the impact of other variables into observable behaviors and engagement. In the dynamic landscape of education and technology, this research offers practical implications for educators, researchers, and designers, aiming to harness the potential of virtual interaction applications. As the intersection of technology and education continues to evolve, this study serves as a foundational pillar for optimizing the use of digital interactive exhibitions and shaping the future of experiential consumption in a digital age.