Bridging Tradition and Innovation: Exploring the Factors Influencing Students’ Intention to Use Metaverse Technology for Chinese Calligraphy Learning

With the continuous development of metaverse technology, various innovative ideas have been brought to traditional teaching methods. However, there is little attention paid to the impact and effectiveness of metaverse technology on university students’ art curriculum learning. Therefore, The Technology Perception Experience (TPE) model was applied to investigate university students’ willingness to use metaverse technology in a virtual reality environment. The research findings indicate that the technology perception experience, composed of perceived vividness, perceived interactivity, perceived novelty, and immersion, positively impacts Chinese university students’ intrinsic and extrinsic motivation (perceived enjoyment and perceived usefulness) for learning. Additionally, there is a significant correlation between the intrinsic and extrinsic motivation of university students using metaverse technology for Chinese calligraphy learning and their willingness to use it. Furthermore, the research results prove that gender has a conditional effect between perceived enjoyment and perceived usefulness. These empirical findings provide valuable insights and implications for understanding the factors influencing Chinese university students’ use of metaverse technology and exploring practical directions for development.