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.

The Effect of Online Role-Playing Games on Collaborative Skills

“…According to the findings, the approach that was created through the utilization of ORPGs makes a contribution to the development of cooperative working abilities. Based on the findings, we were able to deduce that the group that took part in the experience has a more favorable global perception of their ability to work together than the students who were assigned to the non-equivalent control group [8]. They also have a more favorable perception of the dimensions related to work responsibility and work objectives.…”

“…It is not an easy task to successfully incorporate gaming into educational settings [8]. There is an effort being made to increase one's ability to solve problems collaboratively and develop problem-solving abilities by integrating mobile devices and serious games onto an ad hoc learning technique.…”

The Effect of Virtual Reality Game Teaching Technology on Students’ Immersion

“…Juh et al [25] argued that VR technology was embedded in the teaching process, and systematic teaching process design of game teaching should be considered. VR technology, as an emerging science and technology, was itself a stimulus for students.…”

Influence of Intelligent Technology Applications on the Learning Effect

“…In fact, for high-difficulty courses, one-to-one teaching mode could better improve teaching facilitation and students' concentration, to enhance students' understanding of difficult knowledge points [11]. In addition, learning effect of VR technology would also be influenced by college students' preference and acceptance of courses, and VR technology would also have differences in teaching effect due to individual differences of college students [12]. Relevant researchers, For example, Yang et al [13] studied factors that have impact on the effect of VR education, verified and analyzed the AHP model, and summarized relevant factors.…”