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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.

Virtual Reality games create an interactive platform for gaming and education for young people. While some longitudinal study has studied the beneficial effects of VR games on learning, the problematic use of VR games by a significant number of learners has become increasingly serious. The current study investigated the mediating effect of behavioral desire and moderation of cyber aggression on consumers’ VAD, which contributes to behavioral and psychological urge to use VR games. Data are from 367 VR games users collected. Findings suggest that behavioral desire influences addictive behavior in the presence of a positive flow experience. Furthermore, theoretical and practical implications in the context of VR-based games are also discussed in this current research.