A survey and CB-SEM analysis of 626 Chinese vocational students found autonomy support and relatedness associated with motivation, perceived teacher competence nonsignificant, and motivation associated with academic performance.
Key findings
- Autonomy support and relatedness were positively associated with motivation, perceived teacher competence was nonsignificant, and motivation was associated with academic performance and mediated some paths.
Why this matters globally
The findings suggest immersive learning design should prioritize learner choice and social connection rather than technological novelty alone.
Thai researcher contribution
A Rajamangala University of Technology Krungthep-affiliated researcher contributed to vocational-education research in China; the findings are not Thai student evidence.
Limitations to consider
Purposive Guizhou sampling and cross-sectional self-report limit representativeness and causal inference. It is unclear whether performance was objective, and there was no non-AR/VR comparison.