Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs
By Young Ju Joo, Hyo-Jeong So, N. Kim. Comput. Educ., 2018
364 citations recorded by the source corpus.
Abstract Recognizing the recent MOOC movement in higher education, this study aims to examine credit-receiving university students' motivation to use K-MOOCs. In the hypothesized model, we posit three student-level variables, namely self-determination, perceived usefulness and perceived ease of use, and satisfaction as a mediating variable, and examine how these variables affect students' continuance intention to use K-MOOCs. This study hypothesizes: 1) perceived ease of use has a positive influence on perceived usefulness; 2) self-determination, perceived ease of use, and perceived usefulness has a positive influence on satisfaction; and 3) satisfaction has a positive influence on continuance intention to use K-MOOCs. The participants include 222 university students who took the K-MOOC course offered by a large-sized university in Korea. For data collection and analysis, we adapted the existing instruments to fit into our research goals and conducted structural equation modeling to investigate the relationships among the latent variables. The results indicate that both perceived ease of use and perceived usefulness had a positive influence on students' satisfaction with the K-MOOC course. Satisfaction with the K-MOOC course significantly had a positive influence on students' continuance intention to use. The perceived ease of use and the perceived usefulness, mediated by satisfaction, had indirect effects on the continuance intention to use K-MOOCs. Unexpectedly, students' self-determination did not have a significant influence on satisfaction with the K-MOOC course. The contribution of this study is that it provides empirical evidence regarding what factors are likely to influence credit-receiving students' continuance intention to use K-MOOCs and the motivational factors underlying students' intention to earn credits rather than intrinsic motivation.
Subfields: Computer Science Applications, Information Systems, Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/51d4e8a9617318b0fbda609a28233076654f6532
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Citations in the corpus
- The MOOC dropout phenomenon and retention strategies (2020, background): “A number of scholars have agreed that perceived usefulness and perceived ease of use in the MOOC learning environment have positive effects on user satisfaction and, consequently, on continuance intention (Alraimi et al., 2015; Jo, 2018; Joo et al., 2018; Yang et al., 2017).”
- Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator (2020, background): “Previous studies have discussed learners’ acceptance of different types of technology, such as mobile technology (Pindeh et al., 2016; Nikou and Economides, 2017), computer-based communication technology (Park et al., 2014), social media (Hsieh et al., 2017), and MOOCS courses (Joo et al., 2018).”