ABSTRACT

Objective: This research investigates the determinants that affect college students' engagement in active online learning within the context of virtual live-streaming platforms in China. The study specifically explores how core components—including the virtual live-streaming environment, the characteristics of the virtual presenter (avatar), content quality, and real-time interactivity—influence students’ perceived usefulness and learning engagement. The theoretical basis for the investigation is grounded in the Technology Acceptance Model (TAM) and the Stimulus-Organism-Response (SOR) framework. Methodology: A quantitative methodology was adopted, with data gathered through an online questionnaire administered to 553 university students who had prior experience with learning via virtual live-streaming platforms. The dataset was subjected to statistical analysis using SPSS to examine the interrelationships among the study variables. Results: The analysis demonstrated statistically significant positive associations across all examined variables. Improvements in both the technological aspects of the virtual environment and the perceived social presence of the avatar were found to enhance students’ propensity for active participation in online learning. Furthermore, content quality and immediate interactivity emerged as primary contributors to sustained learner engagement and the promotion of deeper cognitive outcomes. Conclusion: The study concludes that refining the virtual learning environment, strengthening the features of the avatar, and ensuring high-quality content alongside real-time interactions significantly enhance perceived usefulness among learners, ultimately encouraging more active and effective participation in online education.  Implications: In light of these outcomes, the study offers strategic recommendations for students, developers of virtual live-streaming platforms, and enterprises operating in the virtual reality (VR) sector to refine their approaches and contribute to enriched online educational experiences.