Understanding the impact of quality elements on MOOCs continuance intention

Shang, Shanshan; Wenfei, Lyv

doi:10.1007/s10639-022-11063-y

Cited by 31 publications

(30 citation statements)

References 94 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This shows that even if students have the technological and financial means to use MOOCs, learning through them is not necessarily the goal. This result is consistent with some earlier research that indicated the negligible effect of TTF on students’ use of MOOCs ( Alyoussef, 2021 ; Shanshan and Wenfei, 2022 ) and accepting behavior ( Mohan et al, 2020 ). Being Perceived Autonomy (H3) has been shown to do positively influence students’ Intrinsic Motivation, which suggests that it can improve social interaction and increase the acceptance of MOOCs.…”

Section: Discussionsupporting

confidence: 93%

Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses

Alturki

Aldraiweesh

2023

Front. Psychol.

View full text Add to dashboard Cite

The purpose of this study was to examine the relationships between users’ satisfaction with actual use of massive open online courses (MOOCs) and intrinsically motivated, task-technology fit, attitudes toward using MOOCs, and behavioral intention to use MOOCs. As the primary technique for data collection, a survey questionnaire on self-determination theory (SDT) as well as task-technology fit (TTF) was distributed to a total of 228 students. The results of the users’ (TTF) to attitude toward using MOOCs and their behavioral intention to use MOOCs had a positive impact on their satisfaction and actual use of MOOCs in higher education institutes. However, the users’ perceived autonomy was not entirely satisfied, based on the results of their intrinsic motivation for the actual use of learning courses. Similarly, technology characteristics were insignificant with TTF for the actual use of MOOCs in academic institutions. Additionally, mediation studies showed that the correlations between independent factors on the one hand and users’ satisfaction with their actual use of MOOCs on the other were significantly mediated by intrinsic motivation, TTF attitude, and behavioral intention to use. Finally, practical ramifications were examined, and recommendations were made with regards to the direction of future studies.

show abstract

Section: Discussionsupporting

confidence: 93%

Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses

Alturki

Aldraiweesh

2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Many researchers combine TTF with other theories to explain students’ and teachers’ online learning behaviors ( Alyoussef, 2021 ; Kori and Pedaste, 2021 ). For example, Shanshan and Wenfei (2022) studied the impact of quality factors on the intention of continuous use of MOOCS from the perspective of quality based on teaching and platform, integrating ECM, TTF, flow theory, and trust. Wan et al (2020) surveyed the determinants of college students’ satisfaction to continue using MOOCs by integrating the unified theory of acceptance and use of technology (UTAUT), TTF, and user satisfaction.…”

Section: Research Model Literature Review and Hypothesesmentioning

confidence: 99%

“…A higher fit indicates a higher perception of ease of use. TTF has an indirect impact on the "perceived usefulness" through the "perceived ease of use" (Yen et al, 2010;Wu and Chen, 2016;Shanshan and Wenfei, 2022). This study integrates TTF into our research framework to investigate its impact on perceived usefulness and perceived ease of use.…”

Section: Hypothesesmentioning

confidence: 99%

Factors influencing vocational college students’ creativity in online learning during the COVID-19 pandemic: The group comparison between male and female

Niu

Wu²

2022

Front. Psychol.

View full text Add to dashboard Cite

The COVID-19 pandemic has forced higher education institutions to shift their teaching activities from traditional face-to-face to online learning. This brings a great challenge to the creativity training of vocational college students, who not only learn theoretical knowledge but also cultivate technical skills. Therefore, it is very important to explore the influencing factors of online learning on students’ creativity during the epidemic. By relying on the related literature review, an extensive model is developed by integrating the expectation confirmation model (ECM), technology task fit model (TTF), and the technology acceptance model (TAM) to illustrate key factors that influence creativity. Based on the proposed model, theory-based hypotheses are tested through structural equation modeling employing empirical data gathered through a survey questionnaire of 229 students from different vocational colleges in China. In addition, to extend the analysis results, this paper performs a comparative analysis based on gender. The findings demonstrate that perceived ease of use and perceived usefulness significantly influence knowledge sharing; knowledge sharing significantly affects creativity. However, there is no substantial relationship between perceived usefulness and attitude, and no relationship between attitude and knowledge sharing. Moreover, a multi-group comparison shows that there is a significant gender difference between perceived ease of use and attitude. Based on the findings, theoretical and practical implications are discussed.

show abstract

“…In terms of the trend of research related to digital learning, most studies have concentrated on recognising the effect on learners' performance, engagement, and motivation (e.g., Zainuddin et al, 2020) as well as the acceptance of the product (e.g., Lestari & Nugraha, 2021;Md Yunus et al, 2021). Meanwhile, studies related to 'continuance use intention' on product use of e-learning (e.g., Al Amin et al, 2022), Massive Open Online Courses (MOOC) (e.g., Shanshan & Wenfei, 2022), Learning Management Systems (LMS) (e.g., Ashrafi et al, 2022;Widjaja & Widjaja, 2022) and m-learning application (e.g., Khlaif et al, 2022;Tam et al, 2020) were already done; however, studies on continuance use intention mainly on a gamified m-learning application is scarce (Roslan et al, 2021a;Wirani et al, 2022), making this a critical literature gap.…”

Section: Introductionmentioning

confidence: 99%

Investigating Factors That Affect the Continuance Use Intention Among the Higher Education Institutions’ Learners Towards a Gamified M-Learning Application

et al. 2023

View full text Add to dashboard Cite

Aim/Purpose: The main purpose of this study is to identify the factors affecting the continuance use intention of gamified m-learning applications by Higher Education Institution (HEI) learners in Malaysia. Background: Mobile learning (m-learning) has been a popular choice among learners in HEIs due to its convenient ‘on-the-go’ concept. On the other hand, embedding gamification elements in m-learning applications help in increasing the users’ interest in continuous use. Therefore, many HEIs have invested in producing their own m-learning products apart from utilizing existing m-learning applications that are widely available online. One of the challenges faced by HEIs is the low technology usage rates towards the ‘in-house’ developed applications, which affect the receptiveness of education stakeholders in investing or maintaining educational applications. Meanwhile, the lack of continuous usage had given a negative impact on their academic-related tasks and performance. Hence, it is important to understand the significant factors that influence learners’ intentions in continuance usage of a gamified m-learning application. This will serve as an insight to the HEIs management regarding the needs and design that better suits their users’ expectations. Methodology: This study employed a correlational cross-sectional research design using an online survey. The participants of the final survey involved first-year students from one of the Malaysian public universities. For the final analysis, 269 responses were analysed using the partial least square-structural equation modelling (PLS-SEM) technique, which is a powerful multivariate analysis mechanism. The Expected Confirmation Model (ECM), which is a post-acceptance model, was extended with the pre-acceptance model named Extended Unified Theory of Acceptance and Use of Technology (UTAUT2), to form the research proposed model that describes the continuance intention in using a gamification-based m-learning application. Contribution: This research contributes to the body of knowledge and helps better understand users’ continuance intention in the post-acceptance phase of the gamified m-learning application. It exposes information at the individual level, regarding the continuance intention of using an m-learning tool that is equipped with gamification elements. This will mostly benefit the educational resource developers in the HEIs in producing effective ‘in-house’ learning tools. Findings: This research develops a theoretical enhancement of the Expectation Confirmation Model (ECM) that affects the HEIs’ m-learning resource developers and management, dealing with IT-related behaviour. Moreover, a solid continuance usage intention conceptual model, which incorporated two important models, was also introduced. Out of all ten hypotheses, only two were not supported that are related to factors facilitating conditions and social influence. Those two factors negatively influence the HEI learners’ continuance use intention. Meanwhile, the core factors for satisfaction, which are perceived usefulness and confirmation, were found to be significant. Lastly, satisfaction was proven to mediate the positive path between perceived usefulness and the continuance intention of using the gamified m-learning application. Recommendations for Practitioners: This study offers insights into strategies that the HEIs’ management should perform in securing continuance usage of the ‘in-house’ developed m-learning products. One of the strategies could be organising technology workshops that will prepare their educators in implementing the institutions’ gamified teaching and learning tools. Another highlighted issue is regarding the need for faculties to design an effective approach to entice educators and learners towards applying new learning technologies. Recommendation for Researchers: This study contributes to the micro-level analysis of the continuance use intention of gamification-based m-learning applications by fostering the understanding of the phenomenon at the individual level. It is recommended that other researchers extend the research model by incorporating other theories, as this study was only based on two models (i.e., ECM and UTAUT2). Additionally, a longitudinal study could be another approach that enables researchers to collect much richer data that includes a wide array of background characteristics or control variables. Another suggestion would be applying related factors that may contribute to the discovery of effective gamified m-learning application designs. Impact on Society: The findings of the study show the importance of confirmation made by the applications’ users towards usefulness and usage satisfaction. Confirmation and perceived usefulness also have an increasingly similar impact on users’ satisfaction with the application and their subsequent continuance use intention. It is also revealed that easy-to-use products are commonly expected nowadays, as users might be reluctant to spend much time on them. On the other hand, for a specific gamification-based product, it is also expected by the users for it to be capable of giving an ‘enjoyable’ experience, hence motivating continuance usage. As a result, an effective gamified m-learning application or product will be able to be used by Malaysian HEI learners if the developers and stakeholders develop and evaluate the usage of their products with the consideration of the information provided by this research. Future Research: Future studies could include respondents from other diploma programmes, resulting in an in-depth analysis. It is needed to support the generalizability of the findings in this study by considering larger populations from all different programmes. In addition, similar research can be done based on different circumstances; for instance, use of the gamified m-learning application during the in-campus physical classes instead of virtual classes (online), which might influence the users’ perception in terms of the social influence and facilitating condition.

show abstract

Understanding the impact of quality elements on MOOCs continuance intention

Cited by 31 publications

References 94 publications

Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses

Integrated TTF and self-determination theories in higher education: The role of actual use of the massive open online courses

Factors influencing vocational college students’ creativity in online learning during the COVID-19 pandemic: The group comparison between male and female

Investigating Factors That Affect the Continuance Use Intention Among the Higher Education Institutions’ Learners Towards a Gamified M-Learning Application

Contact Info

Product

Resources

About