Factors Influencing Students’ Behavioral Intentions in Virtual Art Field Trips: An Integrated Model Based on Flow Theory and the UTAUT2 Model

In recent years, supported by digital technology, virtual reality (VR) has brought about a paradigm shift in education. Students can experience the interactivity and immersive learning offered by VR technology in virtual worlds. This study applies virtual reality as a new instructional mode in field trip courses and explores the factors influencing students’ behavior intention in virtual art field trips (VAFT). By integrating the flow theory and the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), a research hypothesis model was constructed. The results demonstrate that performance expectancy, facilitating conditions, and flow have positive effects on behavior intention in VAFT courses, with flow showing a particularly strong significant impact. Furthermore, high-quality interactivity and high intensity of immersion indirectly influence behavior intention through students’ flow state. Based on the research findings, this study provides new development ideas and guidance recommendations for VAFT courses in higher education.