Information from the abstract
The integration of emerging technologies such as Augmented Reality (AR) and Virtual Reality (VR) has reshaped contemporary vocational education by offering immersive and interactive learning environments. This study investigates how AR/VR-based learning environments influence students’ motivation and academic performance within vocational education settings in Guizhou, China, grounded in Self-Determination Theory (SDT). A quantitative research design was employed using purposive sampling, with data collected from 626 vocational students. Covariance-based Structural Equation Modeling (CB-SEM) was applied to test the proposed hypotheses. The results reveal that teachers’ autonomy support and relatedness significantly enhance students’ motivation, whereas perceived teacher competence does not exhibit a significant effect on motivation in AR/VR-assisted learning contexts. Furthermore, students’ motivation is found to be a strong predictor of academic performance and acts as a mediating mechanism between SDT-related teaching factors and student performance outcomes. The findings extend SDT into the context of immersive learning technologies, demonstrating that AR and VR environments amplify the importance of socio-emotional dimensions of teaching over technical competence alone. This study provides practical implications for vocational educators, curriculum developers, and policymakers in optimizing teacher training, instructional design, and technology integration strategies to enhance student engagement and learning outcomes.
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Related topics: Motivation and Self-Concept in Sports · Augmented Reality Applications · Virtual Reality Applications and Impacts
Thai researcher and institutional participation
Lixiang Zhang · Padet Kakham · Rajamangala University of Technology Krungthep
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