Exploration on Factors Affecting Students’ Persistence Intention in Completing MOOCs—Taking Psychomotor Domain Course as an Example

Abstract

This study mainly explored the completion status of MOOC students’ psychomotor domain courses. This study probed into the effects of basic psychological needs and engagement factors on persistence intention in completing MOOCs in the psychomotor domain from the students’ perspective. Partial least squares structural equation modeling (PLS-SEM) was employed to analyze the valid survey data from 214 subjects for direct influences of these factors. The results of the study show among the 12 hypotheses that the basic psychological needs factors directly affect the participation factors, eight were partially supported. This finding means that meeting students’ basic psychological needs can be used as a motivational approach in promoting their participation in learning activities. Secondly, among the four hypotheses that the engagement factors influence students’ persistence intention in completing MOOCs, three were partially supported. This result shows that students who participate in learning activities in behavioural, emotional, and cognitive aspects have the intention to complete the MOOCs they are studying. In general, basic psychological needs and engagement factors positively affect students’ persistence intention in completing MOOCs in the psychomotor domain. CCS CONCEPTS • Applied computing • Education • Distance learning Additional Keywords and Phrases: MOOCs, psychomotor domain, basic psychological needs satisfaction, student engagement, persistence intention in completing