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<p>In the era of digital transformation and sustainable development, smart classroom (SC) integrating Artificial Intelligence (AI) and Virtual Reality (VR) technologies have emerged as a crucial force in educational innovation. These technologies align with Sustainable Development Goal (SDG) 4 by promoting inclusive and equitable quality education; however, user acceptance in such hybrid environments remains complex. Grounded in the Technology Acceptance Model (TAM), this study investigates the determinants of Chinese college students’ adoption of AI- and VR-integrated SC. Analyzing online survey data from 259 participants, the research finds that Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Perceived Enjoyment (PE) directly and positively influence students’ Behavioral Intention (BI) to adopt AI- and VR-integrated SC. PU, PEOU, and PE have β values of 0.404, 0.061, and 0.349 respectively (all <i>p</i> &lt; 0.05). Crucially, the study identifies a specific pathway where Perceived Sociability (PS) and Social Presence (SP) act as essential antecedents, indirectly driving adoption by significantly enhancing PE. This study provides evidence that hedonic and social factors are central, rather than peripheral, drivers of adoption in immersive AI-VR environments. These findings offer actionable insights for educators to design sustainable learning spaces that bridge the gap between technological utility and human connection, thereby supporting the long-term viability of smart education initiatives.</p>

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Toward sustainable education: exploring Chinese college students’ acceptance of AI- and VR-integrated smart classroom

  • 期刊论文

  • 发表日期：

    2026年4月10日

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  • Yanying Chen,
  • Ziqin Chen,
  • Ke Zhang,
  • Junxiang Chen,
  • Kebing Lin,
  • Zixie Chen

摘要

In the era of digital transformation and sustainable development, smart classroom (SC) integrating Artificial Intelligence (AI) and Virtual Reality (VR) technologies have emerged as a crucial force in educational innovation. These technologies align with Sustainable Development Goal (SDG) 4 by promoting inclusive and equitable quality education; however, user acceptance in such hybrid environments remains complex. Grounded in the Technology Acceptance Model (TAM), this study investigates the determinants of Chinese college students’ adoption of AI- and VR-integrated SC. Analyzing online survey data from 259 participants, the research finds that Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Perceived Enjoyment (PE) directly and positively influence students’ Behavioral Intention (BI) to adopt AI- and VR-integrated SC. PU, PEOU, and PE have β values of 0.404, 0.061, and 0.349 respectively (all p < 0.05). Crucially, the study identifies a specific pathway where Perceived Sociability (PS) and Social Presence (SP) act as essential antecedents, indirectly driving adoption by significantly enhancing PE. This study provides evidence that hedonic and social factors are central, rather than peripheral, drivers of adoption in immersive AI-VR environments. These findings offer actionable insights for educators to design sustainable learning spaces that bridge the gap between technological utility and human connection, thereby supporting the long-term viability of smart education initiatives.