College Students’ Continuing Willingness to Use Virtual Simulation Learning Systems: Empirical Evidence from China

Abstract

With the initiation of the National Virtual Simulation Experimental Teaching Project in 2018, educational institutions in China have recognized the significance of virtual simulation technology in reforming traditional teaching methods and fostering innovative talent cultivation models. Within the realm of higher education in China, motivating students to sustain their utilization of Virtual Simulation Learning Systems (VSLSs) has become a significant challenge. This article builds upon an assessment of the development status of VSLSs in Chinese higher education and draws upon previous studies to construct a model comprising three dimensions: perceived quality, perceived value, and social influence, with the aim of predicting students’ enduring willingness to engage with VSLSs. To achieve this objective, a structural modeling analysis approach is employed to explore the interrelationships among the constructs under investigation, while a survey questionnaire is utilized to collect relevant data. The sample population consists of 274 college students from diverse disciplinary fields in China, including Science, Technology, Engineering, and Mathematics (STEM) and Humanities, Arts, and Social Sciences (HASS). The findings reveal that perceived value significantly influences students’ willingness to participate, with perceived benefits exerting a greater impact than perceived costs. Furthermore, the overall quality of the VSLSs, encompassing aspects such as software quality, instructional design quality, and virtual simulation quality, holds substantial influence over students’ perceived value. Additionally, societal factors such as course scheduling and recommendations from teachers exhibit a positive impact on students’ intention to continue using VSLSs. Building upon these findings, the article presents relevant recommendations aimed at enhancing students’ sustained utilization of VSLSs.

Keywords

Virtual Simulation Learning Systems (VSLSs), e-learning, perceived value, perceived quality, social influence

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2024 Higher Education Press