| Sumario: | Background: Virtual reality (VR) offers immersive and authentic learning opportunities that can transform lecture delivery and student engagement. Despite growing adoption in education, little is known about how learners' cultural identity, self‐efficacy, and perceived authenticity shape their sustained use of VR learning environments. Objectives: This study examined how cultural identity, self‐efficacy, and perceived authenticity predict Chinese university students' continued use of VR, with prior VR experience tested as a potential moderator. Methods: A correlational survey was conducted with 833 students using validated instruments on cultural identity, VR self‐efficacy, authenticity gap, and VR usage. Data were analysed through structural equation modelling. Results and Conclusions: The findings reveal that cultural identity (β = 0.32), self‐efficacy (β = 0.52), and perceived authenticity (β = 0.41) positively influence continued VR use. Prior VR experience strengthened these relationships. Beyond theoretical contributions extending expectation‐confirmation theory (ECT) with cultural and psychological dimensions, these results offer clear design and pedagogical implications. Developers should embed culturally responsive content and realistic environments, while educators can strengthen self‐efficacy through scaffolded VR learning and feedback. Practitioner Notes: What is already known about this topic ○Research has shown consistent application of virtual reality (VR) in education, particularly in individualised learning and collaborative group work.○Studies also reported positive student engagement, perception, and satisfaction during VR integration.○Consistent reports of students' high engagement and participation in VR settings suggest a strong inclination towards continued usage.What this paper adds ○As with many technological tools, there are always factors influencing the acceptance and continued use of VR environments within an educational context.○Across the literature, there are inconsistent results on the effects of self‐efficacy and a paucity of results demonstrating how cultural identity and perceived authenticity influence VR usage.○Hence, this forms our departure point from previous studies as we aim to understand the interplay between these variables and students' VR usage in the Chinese context.Implications for practice and/or policy ○The study extends ECT in the VR learning context by illustrating how cultural identity, self‐efficacy, and perceived authenticity shape students' satisfaction and continued use beyond conventional usability considerations.○Educators can leverage self‐efficacy‐enhancing strategies, such as scaffolded learning and personalised feedback, to boost students' confidence in using VR tools.○Meeting users' perceptions of authenticity through realistic design elements, interactive narratives, and user‐driven customization can enhance sustained engagement.
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