Innovative Virtual Reality Teaching for the Sustainable Development of Vocational High School Students: A Case Study of Hair Braiding

This study combines the “flow theory” and the “extended technology acceptance model” (ETAM) to explore the perceived utility and sustainable development impact of virtual reality (VR) immersive learning in the hairdressing course of vocational schools. The research subjects were 1200 students from three vocational schools in Chiayi and Tainan, Taiwan. Data analysis was performed using SPSS 22.0 and Smart PLS 3. The main findings are as follows: (1) Model validation shows that vocational school students’ acceptance of VR learning is significantly affected by perceived usefulness (PU) and perceived ease of use (PE), and both positively affect attitude towards use (ATU). (2) Flow theory (FLOW) not only directly improves students’ usage attitude and behavioral intention (BI), but also partially mediates the relationship between PU/PE and ATU, indicating that immersion is the core factor driving learning motivation. (3) VR technology reduces the consumption of physical resources (such as wig models), meets the United Nations SDG 4 (quality education), SDG 9 (industrial innovation), and SDG 12 (responsible consumption) goals, and is cost-effective. (4) Students’ feedback pointed out that VR teaching stimulates creativity and independent learning, but it needs to be combined with traditional demonstration teaching to strengthen technical details.