Use of Virtual Reality for Improving Students’ Learning Attention in Higher Vocational Education

One of the challenges being faced in higher vocational education is to improve students’ learning attention which impacts their learning performance. This paper investigates a solution through the use of virtual reality. Specifically, we study whether immersive experiential teaching can help improve students’ learning attention, based on two experiments separately conducted to two higher vocational universities in China. By random sampling, 82 students from one university and 66 students from the other university were selected to participate the first and second experiments respectively. Structural equation modeling was employed to assess the causal relationship among four variables, namely, students’ behavioral intention to use virtual reality, learning satisfaction, learning motivation, and learning attention. The results affirmed that students’ behavioral intention to use immersive virtual reality technology would positively correlate to improvement of their learning attention.