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Exploring the Acceptance of Learning English through VR Technology amongst Secondary School Students: Intrinsic and Extrinsic Motivation as Key Determinants

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Title: Exploring the Acceptance of Learning English through VR Technology amongst Secondary School Students: Intrinsic and Extrinsic Motivation as Key Determinants
Language: English
Authors: Siu Shing Man (ORCID 0000-0001-5321-3411), Yizhen Fang, Alan Hoi Shou Chan, Jiayan Han
Source: Journal of Educational Computing Research. 2026 64(2):243-274.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 32
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Students, Student Attitudes, Learning Motivation, Second Language Learning, English (Second Language), Learner Engagement, Computer Simulation, Computer Uses in Education, Computer Attitudes, Self Efficacy, Intention, Foreign Countries
Geographic Terms: China
DOI: 10.1177/07356331251390717
ISSN: 0735-6331
1541-4140
Abstract: The extensive adoption of virtual reality (VR) technology is revolutionising the English learning landscape by facilitating immersive experiences. However, few quantitative studies have examined the factors influencing the acceptance of learning English through VR technology amongst secondary school students. This research intended to propose a study framework that incorporates the technology acceptance model (TAM), intrinsic motivation (IM) and extrinsic motivation (EM), mediated by self-efficacy (SE) and learning engagement (LE), to investigate secondary school students' acceptance of learning English through VR technology. 524 respondents participated in the study and completed a structured questionnaire. Structural equation modelling was employed to analyse the data. Results indicated that the EM and IM positively affect SE and LE. SE positively affects perceived usefulness (PU) and perceived ease of use (PEOU). PU positively affect secondary school students' attitudes towards using VR technology (AT). However, PEOU did not significantly influence AT. PU and LE positively affect students' behavioural intention to use VR technology. In light of these findings, practical implications are provided for VR developers, English educators and other stakeholders to improve the learning efficiency and outcomes of secondary school students utilising VR technology for English learning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496967
Database: ERIC
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  Data: Exploring the Acceptance of Learning English through VR Technology amongst Secondary School Students: Intrinsic and Extrinsic Motivation as Key Determinants
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  Data: <searchLink fieldCode="AR" term="%22Siu+Shing+Man%22">Siu Shing Man</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5321-3411">0000-0001-5321-3411</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yizhen+Fang%22">Yizhen Fang</searchLink><br /><searchLink fieldCode="AR" term="%22Alan+Hoi+Shou+Chan%22">Alan Hoi Shou Chan</searchLink><br /><searchLink fieldCode="AR" term="%22Jiayan+Han%22">Jiayan Han</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Computing+Research%22"><i>Journal of Educational Computing Research</i></searchLink>. 2026 64(2):243-274.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 32
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Attitudes%22">Computer Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
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  Data: 10.1177/07356331251390717
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  Data: 0735-6331<br />1541-4140
– Name: Abstract
  Label: Abstract
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  Data: The extensive adoption of virtual reality (VR) technology is revolutionising the English learning landscape by facilitating immersive experiences. However, few quantitative studies have examined the factors influencing the acceptance of learning English through VR technology amongst secondary school students. This research intended to propose a study framework that incorporates the technology acceptance model (TAM), intrinsic motivation (IM) and extrinsic motivation (EM), mediated by self-efficacy (SE) and learning engagement (LE), to investigate secondary school students' acceptance of learning English through VR technology. 524 respondents participated in the study and completed a structured questionnaire. Structural equation modelling was employed to analyse the data. Results indicated that the EM and IM positively affect SE and LE. SE positively affects perceived usefulness (PU) and perceived ease of use (PEOU). PU positively affect secondary school students' attitudes towards using VR technology (AT). However, PEOU did not significantly influence AT. PU and LE positively affect students' behavioural intention to use VR technology. In light of these findings, practical implications are provided for VR developers, English educators and other stakeholders to improve the learning efficiency and outcomes of secondary school students utilising VR technology for English learning.
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        Value: 10.1177/07356331251390717
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      – Text: English
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        PageCount: 32
        StartPage: 243
    Subjects:
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Intention
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      – SubjectFull: Foreign Countries
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      – SubjectFull: China
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      – TitleFull: Exploring the Acceptance of Learning English through VR Technology amongst Secondary School Students: Intrinsic and Extrinsic Motivation as Key Determinants
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