## 5 Discussion
\begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Hypothesis** & **Path** & \(\beta\) & **t-Value** & \(p\)**-Value** & **Supported?** \\ \hline H1 & PU \(\rightarrow\) BI & 0.694 & 6.447 & \textless{}0.001 & Yes \\ H2 & PEU \(\rightarrow\) BI & 0.064 & 0.504 & 0.610 & Yes \\ H3 & PEU \(\rightarrow\) PU & 0.535 & 5.479 & \textless{}0.001 & Yes \\ H4 & PEU \(\rightarrow\) PU \(\rightarrow\) BI (indirect effect) & 0.375 & 3.996 & \textless{}0.001 & Yes \\  & PEU \(\rightarrow\) BI (total effect) & 0.443 & 3.770 & \textless{}0.001 & Yes \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Standardised structural estimates and hypothesis testing results. \(p\) < 0.001) falls within the established range reported in prior MET studies [31; 79], further reinforcing the robustness of this relationship across different technological and educational contexts. As such, the findings fully align with the core assumption of the TAM, which further posits that users are more likely to perceive innovative technology or systems as applicable if they find them easy to use [27; 79; 84; 98]. This dynamic is particularly relevant in the MET context, where hands-on learning and technical precision are fundamental; thus, the intuitiveness and fluidity of system interaction are likely to significantly contribute to users' perceived usefulness of innovative technology [24; 42]. Accordingly, these findings carry practical implications for both software developers and educators involved in designing and implementing fully immersive VR technologies in maritime engineering education and training. For developers, the results underscore the significance of prioritising usability and intuitive system interaction. For educators, emphasis should be placed on the continuous development of step-by-step tutorials and familiarisation sessions, especially during the early stages of simulator adoption. The weak and non-significant effect of PEU on BI observed in this study (\(\beta\) = 0.064, \(p\) = 0.610) empirically supports H3. The notably low path coefficients observed in this study reinforced findings from prior meta-analyses [31; 79], which have consistently shown that PEU often plays a limited direct role in predicting BI. Recent studies conducted in fully immersive [35; 72; 81] and other technologically complex VR environments [84] have also demonstrated that ease of use alone is often insufficient to drive users' behavioural intention toward future use of VR technology [35; 72]. Building on the foundational work of [27], which posited that the direct effect of PEU on BI tends to diminish with increased user experience, the present finding offers a possible context-specific explanation for the absence of a significant PEU-BI relationship. Namely, from the outset of their academic formation, sampled maritime engineering students are routinely exposed to interactions with complex technological systems (e.g., MERS and engine diagnostic systems) as mandated by MET standards. Furthermore, over 60% of participants reported prior experience using VR simulators for entertainment (i.e., gaming) purposes. Taken together, albeit with caution, these prior experiences are likely to have shaped students' expectations regarding the complexity of human-technology interaction, fostering their anticipation of interaction intricacy when engaging with the new system. Consequently, during the HMD-VR engine room trials, students may not have regarded usability elements such as interaction simplicity or user-friendliness as critical and sufficient drivers of acceptance of the simulator for education and training per se. However, the study findings revealed that the influence of PEU on BI remains significant, albeit indirectly via PU, thus supporting the mediated pathway proposed in H4 and reinforcing the well-documented PEU-PU-BI path reported across the TAM literature [72; 78; 82].