The Role of Augmented Reality and Virtual Reality in Enhancing Student Motivation and Performance: Evidence from Vocational Education in China Using Self-Determination Theory

Lixiang Zhang; Padet Kakham

doi:10.48161/qaj.v6n3a2422

Authors

Lixiang Zhang Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, 10120 Bangkok, Thailand. https://orcid.org/0009-0004-9816-3488
Padet Kakham Department of Education and Society, Institute of Science Innovation and Culture, Rajamangala University of Technology Krungthep, 10120 Bangkok, Thailand. https://orcid.org/0009-0004-6404-5600

DOI:

https://doi.org/10.48161/qaj.v6n3a2422

Keywords:

Augmented reality (AR), Virtual reality (VR), Student motivation, Vocational education, Self-determination theory (SDT), Student performance.

Abstract

The integration of emerging technologies such as Augmented Reality (AR) and Virtual Reality (VR) has reshaped contemporary vocational education by offering immersive and interactive learning environments. This study investigates how AR/VR-based learning environments influence students’ motivation and academic performance within vocational education settings in Guizhou, China, grounded in Self-Determination Theory (SDT). A quantitative research design was employed using purposive sampling, with data collected from 626 vocational students. Covariance-based Structural Equation Modeling (CB-SEM) was applied to test the proposed hypotheses. The results reveal that teachers’ autonomy support and relatedness significantly enhance students’ motivation, whereas perceived teacher competence does not exhibit a significant effect on motivation in AR/VR-assisted learning contexts. Furthermore, students’ motivation is found to be a strong predictor of academic performance and acts as a mediating mechanism between SDT-related teaching factors and student performance outcomes. The findings extend SDT into the context of immersive learning technologies, demonstrating that AR and VR environments amplify the importance of socio-emotional dimensions of teaching over technical competence alone. This study provides practical implications for vocational educators, curriculum developers, and policymakers in optimizing teacher training, instructional design, and technology integration strategies to enhance student engagement and learning outcomes.

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