The Technology Acceptance Model (TAM) has been used extensively to understand technology adoption in the context of virtual reality (VR). The model includes external variables that are important drivers of attitudes towards adopting technology. In this mixed-methods study, we assessed the effects of cognitive engagement and individual dimensions of cognitive load (CL) on the attitudes driving the intention to use an AI-supported VR system for nursing students' patient management training: perceived usefulness (PU) and perceived ease of use (PEOU). The participants were a group of nursing students from a university in the Midwestern United States. We also explored interview data to understand the participants' perceptions about the resulting factors. The quantitative results showed that engagement and PEOU are significant predictors of PU, and so are frustration (one of the dimensions of CL) and engagement with PEOU. Interview data revealed that participants' frustrations did not always have a negative effect. They generally enhanced their engagement by making the scenarios feel realistic and valuable for skill development.

This study investigates iVRLab, an immersive virtual reality (VR) microfabrication training system, and its influence on college students' self-efficacy and interest in microelectronics during a one-hour workshop held within a 1.5-day training camp. iVRLab simulates photolithography cleanroom operations, providing hands-on virtual experiences that merge theory with practice. A pre-post analysis revealed a significant rise in self-efficacy (M = 4.11 to 4.37, p = 0.0066), demonstrating the system's effectiveness in building confidence. Although interest only showed slight gains, high baseline scores (3.6-3.7 on a 4-point scale) indicate a ceiling effect. Correlations among engagement, embodiment (r = 0.91, p < 0.001), and immersion (r = 0.60, p < 0.01) underscore the value of active, embodied VR learning. Qualitative feedback further highlighted iVRLab's immersive realism and its capacity to spark curiosity about microfabrication careers. These findings suggest that VR training can effectively boost self-efficacy in microelectronics, reinforcing students' enthusiasm in an informal learning setting and indicating the potential broader adoption across STEM fields.