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Cited by 0Augmented Reality ApplicationsEducation and Learning InterventionsMotivation and Self-Concept in Sports

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

Open access
Zhang, Lixiang, Kakham, Padet·2026·Qubahan Academic Journal
DOI 10.48161/qaj.v6n3a2422
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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.

AI snapshot

Written from the paper’s full text.

TL;DR

This study uses covariance-based SEM with 626 vocational students in Guizhou, China, to test how SDT-based teacher supports in AR/VR learning contexts affect student motivation and performance. Autonomy and relatedness support significantly predicted motivation, competence support did not, and motivation strongly predicted performance and mediated the supported pathways.

Key findings

  • Teachers’ autonomy support positively affected students’ motivation (γ11 = 0.174, p < 0.01), and teachers’ relatedness support positively affected motivation (γ13 = 0.269, p < 0.01). Teachers’ competence support did not significantly affect motivation (γ12 = 0.075, p > 0.05), so H2 was unsupported.
  • Students’ motivation positively predicted learning performance (β21 = 0.270, p < 0.001).
  • Motivation mediated the relationships from autonomy support to performance (β = 0.046, CI = 0.021–0.075), competence support to performance (β = 0.020, CI = 0.017–0.035), and relatedness support to performance (β = 0.072, CI = 0.047–0.085), supporting H5a–H5c as reported.
  • The sample included 325 males (51.9%) and 301 females (48.1%); the abstract reports 626 vocational students.

Methods

  • Quantitative design using purposive sampling of vocational students in Guizhou, China, with data collected from July to September 2024 via an online survey platform and Chinese social media channels.
  • Measurement items were pretested/piloted with 30 Guizhou vocational students, PhD candidates, and professors through five rounds of wording revisions; demographics served as control variables.
  • Covariance-based Structural Equation Modeling (CB-SEM) was conducted with SPSS and AMOS, including Confirmatory Factor Analysis, reliability/validity assessment (Cronbach’s α, CR, AVE), structural model testing, and mediation analysis using bootstrapping with 5,000 simulations.

Limitations

  • The paper states the study was conducted in Guizhou province, so results do not represent China as a whole; future research should test the framework in other educational contexts in China and globally.
  • The paper states participants completed questionnaires as situational factors and self-reports; future studies should examine internal and external factors and use longitudinal designs to assess policy and environmental changes.
  • Evident from the text: demographic counts in the narrative and Table 1 are inconsistent (e.g., first-year students reported as 189 in text vs. 188 in the table; experience categories also differ), and H5b is reported as supported even though the direct competence-support path H2 was unsupported.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.48161/qaj.v6n3a2422

Cites

0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 21 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    Students' motivation mediates the relationship between teachers' relatedness support and students' learning performance.

    “Furthermore, the teachers' competence and relatedness positively influenced students' performance was mediated by motivation (β = 0.075 x 0.270 = 0.020, CI= (0.017, 0.035)); (β = 0.269 x 0.270 = 0.072, CI= (0.047, 0.085)) to support H5b and H5c.”
    Quote in the paperSubstantial claim
  • Findingown data

    Student motivation has a positive and significant effect on student performance in vocational education (β21 = 0.270, p < 0.001).

    “| H4 | SM | → | SP | β21 | 0.270*** | Supported |”
    • Also stated in: § 1. DISCUSSION · boosted
      “These results confirm that students' motivation significantly influences their performance, especially within vocational education, where the integration of AR and VR technologies is key.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The integration of AR and VR technologies is key in vocational education.
  • Findingown data

    Students' motivation mediates the relationship between teachers' competence support and students' learning performance.

    “Furthermore, the teachers' competence and relatedness positively influenced students' performance was mediated by motivation (β = 0.075 x 0.270 = 0.020, CI= (0.017, 0.035)); (β = 0.269 x 0.270 = 0.072, CI= (0.047, 0.085)) to support H5b and H5c.”
    Quote in the paperSubstantial claim
  • Findingown data

    Relatedness support has a positive and significant effect on students' motivation in vocational education (γ13 = 0.269, p < 0.01).

    “| H3 | RS | → | SM | γ13 | 0.269** | Supported |”
    • Also stated in: § 1. DISCUSSION · plain
      “Although teachers' relatedness support has a positive and significant effect on students' motivation”
    Quote in the paperSubstantial claim
  • Findingown data

    Teachers' autonomy support has a positive and significant effect on students' motivation in vocational education (γ11 = 0.174, p < 0.01).

    “| H1 | AS | → | SM | γ11 | 0.174** | Supported |”
    • Also stated in: § 1. DISCUSSION · hedged
      “The effect size of teachers' autonomy support on students' motivation in vocational schools is indicating a strong and meaningful effect on the learning process.”
    Quote in the paperSubstantial claim
  • Classified as probably not a substantial claim. 18
  • May combine two claims. 10

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The study collected data from 626 vocational students.

    “A quantitative research design was employed using purposive sampling, with data collected from 626 vocational students.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    The sample includes 189 first-year students (30.2%), 259 second-level students (41.4%), and 209 third-level students (33.3%).

    “A total of 189 respondents (30.2%) are the first-year students, 259 (41.4%) are the second-level students, and 209 (33.3%) are the third-level students.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The sample consists of 325 males (51.9%) and 301 females (48.1%).

    “The sample consists of 325 males (51.9%) and 301 females (48.1%), reflecting a relatively balanced distribution.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationreasoning

    Comparative evidence from both developed and developing regions indicates that autonomy support must be complemented by comprehensive institutional and social frameworks to achieve meaningful results.

    “Comparative evidence from both developed and developing regions indicates that autonomy support must be complemented by comprehensive institutional and social frameworks to achieve meaningful results.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Interpretationnone given

    In technology-enhanced environments incorporating AR and VR, the mediating effect of motivation becomes more pronounced.

    “In technology-enhanced environments, such as those incorporating AR and VR, the mediating effect of motivation becomes even more pronounced.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    When students perceive a sense of control over their learning, their intrinsic motivation increases, leading to greater engagement and effort in academic tasks.

    “When students perceive a sense of control over their learning, their intrinsic motivation increases, leading to greater engagement and effort in academic tasks.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    The three universal psychological needs-autonomy, competence, and relatedness-serve as a cornerstone of Self-Determination Theory.

    “The identification of three universal psychological needs autonomy, competence, and relatedness serve as a cornerstone of Self-Determination Theory (SDT) [21,22].”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [21]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [22]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: The three psychological needs (autonomy, competence, relatedness) are essential for personal growth, motivation, and overall well-being.
    • Rests on an assumption: When psychological needs are not met, individuals experience diminished motivation and lower well-being; satisfying them is fundamental to fostering motivation.

  • May combine two claims.

    Premisecitation

    Teachers frequently lack adequate time, training, and financial resources to engage in meaningful academic activities, which subsequently influences students' performance.

    “Although teachers' relatedness support has a positive and significant effect on students' motivation, they frequently lack adequate time, training, and financial resources to engage in meaningful academic activities, which subsequently influences students' performance [3,32].”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [3]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [32]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The pretest and pilot test for this study consisted of five rounds of wording revisions.

    “The pretest and pilot test for this study consisted of five rounds of wording revisions.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductcitation

    The anonymity of participants will be preserved, and any sensitive information will be securely handled to ensure privacy.

    “The anonymity of participants will be preserved, and any sensitive information will be securely handled to ensure privacy [47].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [47]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductcitation

    The teachers' autonomy, competence, and relatedness in AR and VR were adopted from [28]; students' motivation from [22]; and students' performance from [24].

    “The teachers' autonomy, competence and relatedness in AR and VR are adopted from [28].The students' motivation refers to [22].Furthermore, students' performance refers to [24].”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites [28]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [22]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [24]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    AR and VR enable student-centered learning models that offer personalized learning pathways, authentic hands-on experiences, immediate feedback, and collaborative virtual environments, conducive to fostering greater autonomy and motivation.

    “These technologies enable student-centered learning models that offer personalized learning pathways, authentic hands-on experiences, immediate feedback, and collaborative virtual environments, all of which are conducive to fostering greater autonomy and motivation among students.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    Thirty Guizhou vocational students, Ph.D. candidates, and professors were invited to verify the wording of the measurement items.

    “Thirty Guizhou vocational students, Ph.D. candidates, and professors were invited to verify the wording of the measurement items.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    All participants provided informed consent prior to enrollment in the study.

    “All participants provided informed consent prior to enrollment in the study.”
    • Also stated in: § 3. DATA COLLECTION METHODS · plain
      “Written informed consent was obtained from all individuals included in the research.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Interpretationreasoning

    The integration of innovative instructional strategies, particularly AR and VR, further enhances the impact of autonomy support.

    “Furthermore, the integration of innovative instructional strategies, particularly the use of advanced technologies such as Augmented Reality (AR) and Virtual Reality (VR), further enhances the impact of autonomy support.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    This study was conducted in Guizhou province, so its results do not represent China as a whole.

    “This study was employed in Guizhou province; hence, the result does not represent China as a whole.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S4 (based). May combine two claims.

    Interpretationreasoning

    Teachers can significantly increase student engagement, motivation, and learning outcomes in vocational contexts by addressing psychological needs and utilizing technology to create supportive learning environments.

    “Teachers can significantly increase student engagement, motivation, and, ultimately, learning outcomes in vocational contexts towards addressing these psychological needs and utilizing technology to create supportive learning environments.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The three psychological needs (autonomy, competence, relatedness) are essential for personal growth, motivation, and overall well-being.
    • Rests on an assumption: When psychological needs are not met, individuals experience diminished motivation and lower well-being; satisfying them is fundamental to fostering motivation.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

    “All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based). May combine two claims.

    Interpretationnone given

    AR and VR facilitate personalized and adaptive learning environments, making it possible to support autonomy by allowing learners to make choices and engage in self-directed activities.

    “AR and VR facilitate personalized and adaptive learning environments, making it possible to support autonomy by allowing learners to make choices and engage in self-directed activities.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The equitable distribution of qualified teachers proficient in AR/VR ensures that students receive consistent guidance and support.

    “Moreover, the equitable distribution of qualified teachers, who are proficient in utilizing AR and VOLUME 6, No 3, 2026 VR technologies, ensures that students receive consistent guidance and support [13,45,50].”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites [13]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [45]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites [50]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Study design and conductcitation

    The convergent validity of each construct is higher than the standard recommended, and the reliability values of each construct are all higher than the standard.

    “Furthermore, the convergent validity of each construct is higher than the standard recommended, as well as the values of reliability of each construct, all higher than the standard [46].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [46]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The study protocol was reviewed and approved by the Ethics Committee of Mahachulalongkornrajavidyalaya University on May 1st, 2024 (number R 771 / 2024).

    “The study protocol was reviewed and approved by the Ethics Committee of Mahachulalongkornrajavidyalaya University on May 1st, 2024 and number R 771 / 2024.”
    Quote in the paperNot a substantial claim
22 of 22

  • The paper relies on this without support.

    The sample of 626 vocational students in Guizhou is representative of the broader population of vocational students in Guizhou, China.

    “This study employs an online survey platform and Chinese social media channels such as Weibo and Line to engage a broader audience among vocational students in Guizhou province, China.”
    “A purposive sampling method will be employed to ensure a representative and distinctive sample of the research population.”

  • The paper relies on this without support.

    The estimated relationships among teacher autonomy support, teacher competence support, teacher relatedness support, student motivation, and student performance are causal.

    “The empirical findings prove that teachers' autonomy support has a positive effect on students' motivation (γ11=0.174,p < 0.01) to support H1.”
    “The Teachers' autonomy support positively influenced students' performance was mediated by motivation (β = 0.174 x 0.270 = 0.046, CI= (0.021, 0.075)) to support H5a.”

  • The paper relies on this without support.

    The sample size of 626 is sufficient for the covariance-based structural equation modeling analysis.

    “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 paper relies on this without support.

    Motivation is a multifaceted construct influenced by a combination of personal, technological, and contextual factors.

    “motivation is a multifaceted construct that is influenced by a combination of personal, technological, and contextual factors.”

  • The paper relies on this without support.

    The integration of AR and VR technologies is key in vocational education.

    “especially within vocational education, where the integration of AR and VR technologies is key.”

  • The paper relies on this without support.

    The three psychological needs (autonomy, competence, relatedness) are essential for personal growth, motivation, and overall well-being.

    “These needs are essential for personal growth, motivation, and overall well-being.”

  • The paper relies on this without support.

    When psychological needs are not met, individuals experience diminished motivation and lower well-being; satisfying them is fundamental to fostering motivation.

    “When these psychological needs are not met, individuals may experience diminished motivation and lower well-being; conversely, satisfying these needs is fundamental to fostering motivation.”

  • The paper relies on this without support.

    Students with a controlled orientation are more influenced by external demands and rewards, while those with an autonomous orientation act based on personal interests and values.

    “Students with a good orientation are more influenced by external demands and rewards, while those with an autonomous orientation act based on personal interests and values.”
8 of 8

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Table 1 experience counts exceed the sample size

    Major

    The three experience categories in Table 1 total 636 respondents, ten more than the reported sample of 626. Their displayed percentages correspond approximately to a denominator of 636 rather than 626.

    Reported 626 · recomputed 636

  • Reported student-year counts exceed the sample size

    Major

    The three student-year counts in the results sum to 657, although the study reports 626 participants. The counts also differ from those in Table 1.

    Reported 626 · recomputed 657

  • Conclusion calls a reported direct effect indirect

    Major

    The conclusion describes autonomy support's influence on motivation as indirect, whereas the structural-model results report a significant direct autonomy-support-to-motivation path.

  • Performance mean and standard deviation are reversed in the prose

    Minor

    The prose calls 4.55 the standard deviation and 1.290 the mean for student performance, while Table 2 lists 4.55 as the mean and 1.290 as the standard deviation.

  • Autonomy-support diagonal does not match its stated AVE

    Minor

    Table 2 says its diagonal entries are square roots of AVE. Its autonomy-support diagonal is 0.771, whose square is 0.594441, not the AVE of 0.672 reported in Table 3.

    Reported 0.672 · recomputed 0.594441

  • Experience counts in the prose disagree with Table 1

    Minor

    The prose gives 168 respondents with one year of experience and 167 with two years; Table 1 gives 198 and 197, respectively.

6 of 6

Cites

The publisher hasn’t deposited this paper’s reference list.

Research works printed but not linked: 21

  1. Olbina, S., & Glick, S. (2022). Using integrated hands-on and VR/AR approaches in construction management education. International Journal of Construction Education and Research, 19(3), 341-360.
  2. Que, Y., & Hu, X. (2025). Background music for studying in VR learning environments. Interactive Learning Environments, 33(9), 5516-5529.
  3. Zhao, X., Ren, Y., & Cheah, K. S. L. (2023). VR/AR in education: Bibliometric analysis. SAGE Open, 13(3).
  4. Sakr, A., & Abdullah, T. (2024). Virtual and augmented reality and learning analytics: A systematic review. Education and Information Technologies, 29, 19913-19962.
  5. Rodriguez-Saavedra, M. O., et al. (2025). Augmented reality as an educational tool. Information, 16(5), 372.
  6. Liu, Y., Zhan, Q., & Zhao, W. (2023). A systematic review of VR/AR applications in vocational education. Interactive Learning Environments, 32(10), 6375-6392.
  7. Weijzen, S. M. G., Onck, C., Wals, A. E., Tassone, V. C., & Kuijer-Siebelink, W. (2023). Vocational education for sustainability. Journal of Vocational Education & Training, 76(2), 331-353.
  8. Shamad, M. I., Sari, H., Suti, M., Junaidi, J., & Nurjannah, N. (2023). Trust and learning performance during COVID-19. Knowledge Management & E-Learning, 15(2), 303-321.
  9. Zuo, H., Zhang, M., & Huang, W. (2025). Lifelong learning in vocational education. Journal of Innovation & Knowledge, 10(3), 100694.
  10. Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Benefits and applications. Educational Psychologist, 56(1), 54-77.
  11. Wong, Z. Y., Tan, S. H., Liem, G. A. D., Chan, M., Liu, W. C., Poon, K. K., Kang, T., & Ng, S. C. (2025). Autonomy support and academic motivation. Educational Psychology, 45(8), 863-885.
  12. Wang, C. K. J., Reeve, J., Liu, W. C., Kee, Y. H., Ng, B., Chua, L. L., & Kong, L. C. (2025). Autonomy-supportive intervention for STEM teachers. Heliyon, 11(3), e42150.
  13. Hanaysha, J. R., Shriedeh, F. B., & In'airat, M. (2023). Impact of classroom environment, teacher competency, ICT resources, and university facilities on student engagement and academic performance. International Journal of Information Management Data Insights, 3(2), 100188. https://doi.org/10.48161/qaj.v6n3a2422 65 VOLUME 6, No 3, 2026
  14. Yang, J., Liu, Y., Arifani, Y., & Junaidi, J. (2024). Entrepreneurial education and student motivation. International Journal of Learning, Teaching and Educational Research, 23(11), 268-286.
  15. Rohayati, Y., & Abdillah, A. (2024). Digital transformation for Society 5.0. Societies, 14(12), 266.
  16. Nguyen, D., See, B. H., Brown, C., & Kokotsaki, D. (2026). Leadership for teacher retention: Supporting autonomy, development, and voice. Oxford Review of Education, 52(1), 96-116.
  17. Ulmanen, S., Tikkanen, L., & Pyhältö, K. (2024). Peer support and life satisfaction. European Journal of Psychology of Education, 39, 2603-2617.
  18. Okunlola, J. O., & Naicker, S. R. (2025). Deconstructing leadership in the post-industrial era. European Journal of STEM Education, 10(1), 26.
  19. Hair Jr, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
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  21. Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). Guilford Press.

Cited by

Still being checked.

Related

Authors
Zhang, L., & Kakham, P.
Affiliations
Rajamangala University of Technology Krungthep (TH)
ORCID
Venue
Qubahan Academic Journal
Publisher
Qubahan
Published
2026-07-05
Volume
6
Issue
3
Pages
51-65
ISSN
2709-8206 (ISSN-L)
DOI
10.48161/qaj.v6n3a2422
OpenAlex
W7167416055
Semantic Scholar
9b9d349c56287c4662110b11c0831cf41ca16bbb
Cited by
0
References
0
FWCI
0.00
Type
journal article
Language
en
Open access
Licence
Locations
  • Qubahan Academic Journal (publishedVersion, cc-by-nc-nd)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
Topics
  • Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
  • Physical Sciences › Computer Science › Information Systems › Education and Learning Interventions
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords
augmented reality, virtual reality, vocational education, student motivation, academic performance, self-determination theory, teacher autonomy support, relatedness, immersive learning, Guizhou

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