Affording Social Experience for Adolescents Using Immersive Virtual Reality: A Moderated Mediation Analysis

Abstract

Background: Immersive virtual reality (IVR) serves as a promising tool to provide adolescents with enriched social experience due to its high-fidelity simulations and multimodal interaction. This study aims to design and develop a multi-user IVR collaborative game utilizing simultaneous localization and mapping (SLAM)-based inside-out tracking technique to foster social experience among students. Also, this study explored the mechanism by which technology acceptance affected social experience in the IVR collaboration game, focusing on the mediating effects of presence, collective efficacy, and group effectiveness, as well as the moderating effect of social–emotional competence (SEC). Methods: A total of 104 seventh graders from a middle school in Central China participated in this study and completed the questionnaire. Finally, 87 valid questionnaire responses were retrieved. Results: The results revealed that technology acceptance both directly and indirectly influenced social experience. The mediation analysis revealed a key pathway influencing social experience: technology acceptance → presence → collective efficacy → group effectiveness → social experience. However, no moderating effect of SEC was found in the relationship between technology acceptance and social experience, group effectiveness, and social experience. Conclusions: Based on these results, more appropriate IVR interventions could be developed for social–emotional learning among children and adolescents.