Abstract
Virtual reality (VR) games construct an immersive context for the youth’s entertainment and learning. VR game addiction (VAD) occurs simultaneously and brings about psychological issues. The current research employed a maximum likelihood estimation method to construct a structural equation model, by which learners’ VR consumption behaviors were examined. The bootstrapping approach was adopted to explore further the mediation of VR realism (VRR) and the moderation of VR affordance on learners’ VAD, which potentially leads to distressing behavioral and psychological circumstances. Data were collected from 575 students recruited in the survey, which was followed by a test of reliability and validity through confirmative factor analysis. Results concluded that VRR and consumers’ cognitive satisfaction played a significant role as mediators while conceptualizing addictive behavior based on VR-perceived experience of consumers, self-efficacy, and interactivity. Moreover, this study conceptualized addictive behavior toward VR games through a structural equation model in a media-rich environment and suggested practical implications to reduce addictive behavior.
Highlights
Virtual reality (VR) refers to the gadget that simulates interactive virtual settings in a 3D image, which offers an immersive environment than another display screen
VR affordance (VA) was represented by VR hardware purchase intentions, which were measured by a three-item scale proposed by Manis and Choi [84] to capture the effect of consumers’ intentions to purchase VR hardware as inventory/resource; this effect can be examined while defining the association of VR realism (VRR) and VR cognitive satisfaction (VCS) and VR addiction
Conclusion and Limitations is study utilized the cognitive-behavioral model to examine users’ addiction toward VR games. e authors found that VR interactivity (VRI) has the uppermost potential for appreciating situations
Summary
Virtual reality (VR) refers to the gadget that simulates interactive virtual settings in a 3D image, which offers an immersive environment than another display screen (i.e., desktop, television, or mobile phone). It provides opportunities to socialize with other players online. Students are a dominant group in VR games, and many researchers have begun to investigate the use of VR games in enhancing learners’ fulfillment in the educational domain. VR games provide virtual conditions, where people could improve their skills that could be positively used in real life. Memory games are used to improve cognitive abilities, and adventure games help people cope with qualms [2]. The use of VR games may have a negative influence on learners’ relationships with their family, education, and social life and may lead to VAD. To quantify the addictive behavior of VR game users, the current study, which is based on the cognitive-behavioral framework, employed structural equation modeling (SEM) to construct a holistic model that reflects the driving mechanism leading to VAD. To evaluate the model fitness and path coefficient of the proposed model, this study employed a maximum likelihood estimation (MLE) to Discrete Dynamics in Nature and Society estimate the parameters of a probability distribution by maximizing a likelihood function
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