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Despite growing adoption in education, little is known about how learners' cultural identity, self\u2010efficacy, and perceived authenticity shape their sustained use of VR learning environments.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This study examined how cultural identity, self\u2010efficacy, and perceived authenticity predict Chinese university students' continued use of VR, with prior VR experience tested as a potential moderator.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A correlational survey was conducted with 833 students using validated instruments on cultural identity, VR self\u2010efficacy, authenticity gap, and VR usage. Data were analysed through structural equation modelling.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>\n                      The findings reveal that cultural identity (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u2009=\u20090.32), self\u2010efficacy (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u2009=\u20090.52), and perceived authenticity (\n                      <jats:italic>\u03b2<\/jats:italic>\n                      \u2009=\u20090.41) positively influence continued VR use. Prior VR experience strengthened these relationships. Beyond theoretical contributions extending expectation\u2010confirmation theory (ECT) with cultural and psychological dimensions, these results offer clear design and pedagogical implications. Developers should embed culturally responsive content and realistic environments, while educators can strengthen self\u2010efficacy through scaffolded VR learning and feedback.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70186","type":"journal-article","created":{"date-parts":[[2026,1,11]],"date-time":"2026-01-11T23:36:22Z","timestamp":1768174582000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Effect of Cultural Identity, Self\u2010Efficacy, and Perceived Authenticity in Predicting Chinese University Students' Continued Use of Virtual Reality Learning Environments"],"prefix":"10.1002","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0009-0007-9563-6456","authenticated-orcid":false,"given":"Yu","family":"Xiao","sequence":"first","affiliation":[{"name":"School of Marxism Hubei Minzu University  Enshi Hubei China"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3576-4425","authenticated-orcid":false,"given":"Xiaolong","family":"Wan","sequence":"additional","affiliation":[{"name":"School of Marxism University of Electronic Science and Technology of China  Chengdu China"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1013-215X","authenticated-orcid":false,"given":"Tongfei","family":"Xu","sequence":"additional","affiliation":[{"name":"School of Finance Shanghai University of International Business and Economics  Shanghai China"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2487-0564","authenticated-orcid":false,"given":"Abdullahi","family":"Yusuf","sequence":"additional","affiliation":[{"name":"Department of Science Education Sokoto State University  Sokoto Nigeria"},{"name":"Department of Advanced Learning Technology, Faculty of Educational Sciences and Technology Universiti Teknologi Malaysia  Johor Malaysia"}]}],"member":"311","published-online":{"date-parts":[[2026,1,11]]},"reference":[{"key":"e_1_2_14_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/1094428112470848"},{"key":"e_1_2_14_3_1","doi-asserted-by":"publisher","DOI":"10.1108\/IJCHM\u201001\u20102025\u20100126"},{"key":"e_1_2_14_4_1","doi-asserted-by":"publisher","DOI":"10.1108\/JICES\u201004\u20102025\u20100080"},{"key":"e_1_2_14_5_1","doi-asserted-by":"publisher","DOI":"10.1108\/K\u201011\u20102024\u20103057"},{"key":"e_1_2_14_6_1","doi-asserted-by":"publisher","DOI":"10.1002\/joe.21984"},{"key":"e_1_2_14_7_1","doi-asserted-by":"publisher","DOI":"10.3389\/feduc.2023.1041946"},{"key":"e_1_2_14_8_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2020.104121"},{"key":"e_1_2_14_9_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639\u2010024\u201012892\u20109"},{"key":"e_1_2_14_10_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033\u2010295X.84.2.191"},{"key":"e_1_2_14_11_1","doi-asserted-by":"publisher","DOI":"10.3389\/feduc.2024.1385442"},{"key":"e_1_2_14_12_1","doi-asserted-by":"publisher","DOI":"10.1109\/ACCESS.2025.3543496"},{"key":"e_1_2_14_13_1","doi-asserted-by":"publisher","DOI":"10.1097\/00007632\u2010200012150\u201000014"},{"key":"e_1_2_14_14_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-319-08234-9_162-1"},{"key":"e_1_2_14_15_1","doi-asserted-by":"publisher","DOI":"10.2307\/3250921"},{"key":"e_1_2_14_16_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nepr.2024.103881"},{"key":"e_1_2_14_17_1","doi-asserted-by":"publisher","DOI":"10.25300\/MISQ\/2014\/38.3.05"},{"key":"e_1_2_14_18_1","doi-asserted-by":"publisher","DOI":"10.1177\/14697874241230991"},{"key":"e_1_2_14_19_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10055\u2010023\u201000789\u2010w"},{"key":"e_1_2_14_20_1","doi-asserted-by":"publisher","DOI":"10.1002\/jtr.2737"},{"key":"e_1_2_14_21_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cexr.2024.100053"},{"key":"e_1_2_14_22_1","volume-title":"Research Design: Qualitative, Quantitative, and Mixed Methods Approaches","author":"Creswell J. 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