SELF-DIRECTED Learning Aptitude and Engagement of Students on Virtual REALITY TECHNOLOGY in A UNIVERSITY IN Jiangxi Province, China
DOI:
https://doi.org/10.62051/ijsspa.v3n3.42Keywords:
Self-directed Learning, Virtual Reality Technology, Student EngagementAbstract
This study aims to explore the relationship between Nanchang Institute of Technology students' self-directed learning ability and virtual reality technology participation. Research results show that students' self-directed learning abilities (including self-management, motivation, and self-monitoring) are significantly related to behavioral, cognitive, and emotional engagement with virtual reality technology. The age factor has a significant impact on students' self-directed learning ability evaluation, while the gender and grade factors have no significant impact. The self-directed learning approach in virtual reality technology enhances student engagement and provides a more autonomous and immersive learning experience. The study recommends that educators and designers incorporate elements that promote self-management, motivation, and self-monitoring into VR learning environments to improve overall student engagement and learning outcomes.
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