Exploring the Continuous Learning Willingness Under the Risk of Data Breach in Online Learning System: A Fuzzy-Set QCA Approach

Abstract

With the rapid popularization of online learning systems, the impact of data breach risk on the willingness to continue learn in online learning systems has become the focus of attention. Based on the privacy calculus theory, four influencing factors were proposed: risk perception, benefit perception, trust perception and privacy perception. Qualitative comparative analysis (QCA) was used to conduct configuration analysis on the questionnaire results, and to obtain the configurations of good or poor learning willingness. The results showed that, (i) the learners' perception of the existence of benefit and trust in the online learning system helps to improve continuous learning willingness, but this is not a necessary condition, (ii) risk aversion and preventing privacy breach are the urgent needs of online learning systems. The paper highlights the direction of future efforts for online learning systems from the perspective of data breach.