Examining the Impact of Fragmented Learning on Education: Empirical Evidence from SOR Theory Analysis

Abstract

In recent years, the integration of technology and education has led to the emergence of a highly fragmented, flexible, and ubiquitous learning environment. Concurrently, the popularity of short videos has presented an opportunity to explore their potential for fragmented learning. This study aims to investigate the impact of several factors, including system quality, information quality, metacognition, perceived autonomy, perceived usefulness, motivation, and learning engagement, on fragmented learning among college students. A survey questionnaire was distributed to 297 college students, and a continuous intention model, based on the Stimulus-Organism-Response (S-O-R) theory, was constructed to analyze the factors influencing students' intent to continue using short videos for learning purposes. We conducted empirical research by using SPSS and AMOS software. The findings indicate that perceived usefulness, learning motivation, and learning input significantly influence continued intention, with learning input having the greatest impact. Moreover, system quality, information quality, metacognition, and perceived autonomy significantly affect perceived usefulness, motivation, and learning engagement, respectively. Among these factors, metacognition exerts the most significant influence on perceived usefulness, learning motivation, and learning engagement. This paper provides valuable insights and guidance for developing educational functions for short videos.