Exploring Chinese university students' adoption of 360 panoramic animation: usability, immersion and behavioral intentions

This study investigates how 360-degree panoramic animations influence emotional engagement and behavioral intention among Chinese university students. While prior research on immersive media focused largely on technological or usability aspects, limited attention has been paid to the emotional and psychological mechanisms underlying students’ interaction with panoramic animations. To address this gap, the study integrates the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) with sensory and emotional variables such as aesthetic design, user control, perceived enjoyment, immersion, hedonic motivation, and positive emotion. A mixed-methods approach was employed, combining quantitative data from 787 art students across three structured surveys with qualitative insights gathered from open-ended questions. Structural Equation Modeling was used to test four hypotheses, while thematic analysis of participants’ responses enriched the interpretation of immersion and emotional engagement.Results demonstrate that aesthetic design and user control enhance usability, which in turn leads to greater immersion. Immersion further drives hedonic and positive emotions, which significantly predict students’ behavioral intentions to engage with animations. These findings contribute to the refinement of TAM and UTAUT by incorporating emotional dimensions and provide implications for the design of immersive educational tools. The study offers actionable guidelines for animators and educators seeking to enhance student engagement and learning outcomes through emotionally resonant, interactive media