Understanding the impact of quality elements on MOOCs continuance intention

Research on high school students' behavior in art course within a virtual learning environment based on SVVR

Introduction

Students who use spherical video-based virtual reality (SVVR) teaching materials for learning are able to gain more self-regulated, explorative, and immersive experiences in a virtual environment. Using SVVR teaching materials in art courses can present diverse and unique teaching effects, while also leading to the emergence of students' flow states.

Methods

Therefore, through an art course teaching experiment, this study investigated 380 high school students and used structural equation modeling to analyze the antecedents and outcomes of students' flow state in using SVVR teaching materials.

Results

The results show that in using SVVR teaching materials in art courses, more attention should be paid to the control and telepresence in the antecedents of students' flow state.

Discussion

Only when they obtain better flow experiences can they have higher perceived usefulness and satisfaction with the content of the art course, as well as stronger intentions to continue using it. These results can provide a reference for the development and use of SVVR teaching materials in high school art courses.

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

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.

Elementary and secondary school students' perceptions toward the use of e-learning under the COVID-19 pandemic: a mixed-methods study

Purpose

The lockdown of schools to control the spread of Coronavirus Disease 2019 (COVID-19) has adversely affected elementary and secondary school students in China. However, little evidence is available that documents their perceptions toward the use of e-learning under the pandemic context. This study aims to explore (1) the underlying determinants influencing the students' intentions to continue e-learning and (2) the role that the COVID-19 pandemic plays in this decision. This study extends the expectation–confirmation model (ECM) through a mixed-methods study.

Design/methodology/approach

This study uses a mixed-methods approach. Phase 1 draws conclusions and extracts significant elements related to e-learning during the pandemic by analyzing students' user reviews from platforms. Based on the findings, the authors identify the relevant variables and develop an extended ECM by integrating attitudes and the perceived threat of COVID-19. In Phase 2, the research model is empirically validated using data collected from 36,920 elementary and secondary school students in China. This study uses a mixed-methods approach. Phase 1 draws conclusions and extracts significant elements related to e-learning during the pandemic by analyzing students' user reviews from platforms. Based on the findings, the authors identify the relevant variables and develop an extended ECM by integrating attitudes and the perceived threat of COVID-19. In Phase 2, the research model is empirically validated using data collected from 36,920 elementary and secondary school students in China.

Findings

In Phase 1, the results reveal that students' most concern elements in the COVID-19 pandemic are user perceptions toward e-learning and threat perceptions of COVID-19. In Phase 2, the results reveal that perceived usefulness and attitude are the most significant factors in students' intention to continue. The perceived threat of COVID-19 indirectly influences their intention to continue.

Originality/value

The study extends the ECM with a mixed-methods study to understand students' perceptions toward e-learning during the COVID-19 pandemic. This study can be helpful in related studies in the context of COVID-19-related diseases or other novel scenarios.

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

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.

Extending the Task-Technology Fit Model in an E-Collaborative English Learning Context

Superstar Learning System is a popular e-collaborative learning app especially in English reading learning. This study randomly selected 2061 out of around 2500 students in a public university. Through a large-scale questionnaire survey and some semi-structured in-depth interviews, the study collected plentiful data to extending the task-technology fit model in an e-collaborative English learning context. It is concluded that in an e-collaborative English learning context (a) system quality, information quality, service quality, compatibility, actual usage, and user satisfaction exert a significant influence on TTF at the significance level .05 in an e-collaborative English learning context; (b) TTF exerts a significant influence on performance impact at the significance level .05; and (c) significant correlations are revealed between system quality, information quality, service quality, compatibility, actual use, user satisfaction, and TTF at the significance level .05. This study initiates the model extension, which is beneficial to researchers and practitioners.