继续还是不继续?从刺激-机体反应模型的视角考察MOOC持续意向的前因

IF 2.4 Q3 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS
Yung-Ming Cheng
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引用次数: 0

摘要

目的本研究旨在提出一个基于刺激-有机体反应(S-O-R)模型的研究模型,以检验网络外部性、游戏化和媒体丰富度作为学习者学习参与度(LE)的环境特征前因是否会影响他们对大规模开放在线课程(MOOC)的持续意向。设计/方法/方法本研究的样本数据收集自台湾一所知名大学推出的MOOC平台提供的游戏化MOOC的学习者,并使用结构方程模型分析了315份可用的问卷。研究结果表明,学习者在慕课中感知到的网络外部性、游戏化和媒体丰富性对其行为LE、情绪LE和社交LE产生了积极影响,这共同导致了他们对慕课的持续意向。研究结果支持了所有提出的假设,研究模型占学习者MOOC持续意向方差的75.6%。原创性/价值本研究以S-O-R模型为理论基础,将学习者的MOOC持续意向构建为一系列内部过程,受到网络外部性、游戏化和媒体丰富性的影响。值得注意的是,三种心理结构,行为LE、情感LE和社会LE,被用来代表学习者对慕课使用的有机体。到目前为止,网络外部性、游戏化和媒体丰富性的概念很少被一起用作环境刺激,而在之前使用S-O-R模型的MOOC研究中,作为有机体的心理结构受到的关注较少。因此,本研究在捕捉心理结构以完整阐述三种类型的环境特征作为学习者MOOC持续意向的前因方面的贡献是有据可查的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
To continue or not to continue? Examining the antecedents of MOOCs continuance intention through the lens of the stimulus-organism-response model
PurposeThe purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to test whether network externality, gamification and media richness as environmental feature antecedents to learners' learning engagement (LE) can affect their continuance intention of massive open online courses (MOOCs).Design/methodology/approachSample data for this study were collected from learners who had experience in taking the gamified MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 315 usable questionnaires were analyzed using structural equation modeling in this study.FindingsThis study verified that learners' perceived network externality, gamification and media richness in MOOCs positively influenced their behavioral LE, emotional LE and social LE elicited by MOOCs, which collectively caused their continuance intention of MOOCs. The results support all proposed hypotheses, and the research model accounts for 75.6% of the variance in learners' continuance intention of MOOCs.Originality/valueThis study uses the S-O-R model as a theoretical groundwork to construct learners' continuance intention of MOOCs as a series of the internal process, which is influenced by network externality, gamification and media richness. Noteworthily, three psychological constructs, behavioral LE, emotional LE and social LE, are employed to represent learners' organisms of MOOCs usage. To date, the concepts of network externality, gamification and media richness are rarely together adopted as environmental stimuli, and psychological constructs as organisms have received lesser attention in prior MOOCs studies using the S-O-R model. Hence, this study's contribution on the application of capturing psychological constructs for completely expounding three types of environmental features as antecedents to learners' continuance intention of MOOCs is well documented.
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来源期刊
International Journal of Information and Learning Technology
International Journal of Information and Learning Technology COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-
CiteScore
6.10
自引率
3.30%
发文量
33
期刊介绍: International Journal of Information and Learning Technology (IJILT) provides a forum for the sharing of the latest theories, applications, and services related to planning, developing, managing, using, and evaluating information technologies in administrative, academic, and library computing, as well as other educational technologies. Submissions can include research: -Illustrating and critiquing educational technologies -New uses of technology in education -Issue-or results-focused case studies detailing examples of technology applications in higher education -In-depth analyses of the latest theories, applications and services in the field The journal provides wide-ranging and independent coverage of the management, use and integration of information resources and learning technologies.
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