Navigating virtual english learning horizons: a study on students’ use of 360° videos in self-directed learning

360° videos have yielded satisfactory outcomes in Englishlearning. However, there exists a dearth of research that delves into the efficacyof these videos for self-directed learning of English. This study aimed toinvestigate the factors that influence students’ use of 360° videos inself-directed learning of English by using the integrative model of behaviorprediction as the theoretical background. The study sample consisted of 457university students from China. A questionnaire was used to collect data. Thequestionnaire entailed few open questions and 26 items distributed among sixfactors: Attitudes, self-efficacy, subjective norms, behavioral intention,self-regulated skills, and actual use. SPSS 22.0, JASP, and SmartPLS 4 were used fordata analysis. The results revealed significant direct effects of attitudes andself-efficacy on behavioral intention and direct effects of behavioral intention andself-regulated skills on actual behavior. However, the results showed thatsubjective norms and self-regulated skills did not have a direct effect on thebehavioral intention, and that behavioral intention did not affect actual behaviorthrough self-regulated skills. The implementation of 360° videos garneredinterest among students for self-directed learning of English. The influence ofself-regulatory skills on the utilization of 360° videos is noteworthy, as itmay contribute to fostering a sense of ease and comfort among students and otherstakeholders.