Abstract
Virtual reality (VR) offers opportunities to support procedural learning in maritime vocational education through concrete, interactive, and immersive learning experiences. This study aims to analyze the acceptance model of VR as a learning medium for maritime navigation procedures among cadets at the Merchant Marine Polytechnic of Makassar. A quantitative survey design was used involving 200 cadets selected through purposive sampling. Data were collected using a closed-ended questionnaire consisting of 20 items across five constructs: virtual reality quality, interactivity, learning experience, learning satisfaction, and acceptance. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results showed that VR quality positively affected learning experience (β = 0.309; p < 0.001), and interactivity also positively affected learning experience (β = 0.291; p < 0.001). Learning experience positively influenced learning satisfaction (β = 0.432; p < 0.001) and acceptance (β = 0.268; p < 0.001), while learning satisfaction positively influenced acceptance (β = 0.303; p < 0.001). The model explained 23.4% of the variance in acceptance. Indirect effect testing indicated that learning experience and learning satisfaction mediated the influence of VR quality and interactivity on acceptance. These findings confirm that cadets’ acceptance of VR is shaped not only by technical quality and interactivity, but also by meaningful learning experience and satisfaction generated through its use.