A Study of the Relationship among Self-efficacy, Cognitive Load, Failure Attribution and Intention of Continue Participation in the "Insect Garden VR Game"

Abstract

Education reform is ongoing in Taiwan, the 12-year compulsory education has been implemented since 2019. The science curriculum emphasizes the importance of students' self-learning and problem-solving skills. This study applied the "Insect Garden VR Game" to understand the relationship among students' self-efficacy, cognitive load, failure attribution, and intention of continuous participation in the game. In this study, 172 4th-grade students participated. This study adopted the method of questionnaire survey, which was valid and reliable (Cronbach’s α =0.934). Path analysis of data from 160 effective responses was performed using SPSS (version 20) and structural equation modeling-AMOS (version 20). The conclusions were: 1). the game’s self-efficacy of student was significantly positively correlated with cognitive load. 2). Self-efficacy of student was significantly negatively correlated with failure attribution. 3). Cognitive load of student was significantly positively correlated with failure attribution. 4). Failure attribution of student was significantly negatively correlated with intention of continuous participation. 5). Cognitive load of student was significantly positively correlated with the intention of continuous participation. The suggestions of this study were: 1). Focus on improving the self-efficacy of students' in VR-game-based-eLearning that could enhance students to challenge the tasks in the game. 2). Many tasks can be designed in the game. Although it will increase the cognitive load of the students, it can increase the intention to continue with the participation. 3). The game operation is simple, the equipment can be used normally, the experience of failure is reduced, and the intention of continuous participation can be improved.