Visual analytics technology enjoys a growing trend in data analysis and visualisation science. The potential of visual analytics application in classroom learning remains opaque. We integrated visual analytics tool in learning to examine higher-order thinking in terms of technology’s innovation attributes, learning satisfaction, and epistemological beliefs advancement. A cross-sectional survey of 247 undergraduate business students was conducted in a south China university. Result suggests that three features of visual analytics shared variance in satisfactory learning. This satisfactory VAassisted learning predicts business students’ higher-order thinking, while the change in epistemological beliefs only occurs with satisfactory evaluation. Implications for education practitioners to adopt technological transformation have been provided.