How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach-Reference-Cited by-同舟云学术

How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach

Published:2022-09-13 Issue:3 Volume:54 Page:667-685
ISSN:0007-1013
Container-title:British Journal of Educational Technology
language:en
Short-container-title:Brit J Educational Tech

Author:

Liu Zheyu¹^ORCID,Yu Ping¹^ORCID,Liu Jiale¹^ORCID,Pi Zhongling²^ORCID,Cui Weijin³^ORCID

Affiliation:

1. Department of Educational Technology, Faculty of Education Tianjin Normal University Tianjin China

2. Key Laboratory of Modern Teaching Technology (Ministry of Education) Shaanxi Normal University (SNNU) Xi'an China

3. Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education University of Toronto Toronto Ontario Canada

Funder

National Natural Science Foundation of China

Publisher

Wiley

Subject

Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13278

Reference68 articles.

1. An empirical examination of continuous intention to use m-learning: An integrated model

2. Education in the Digital Age: Learning Experience in Virtual and Mixed Realities

3. Flow experience and team performance: The role of team goal commitment and information exchange

4. Understanding Information Systems Continuance: An Expectation-Confirmation Model

5. How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students?

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