游戏化和社会互动如何通过认知在场、教学在场和社会在场刺激mooc的延续意愿?

IF 3.4 3区 管理学 0 INFORMATION SCIENCE & LIBRARY SCIENCE
Yung-Ming Cheng
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引用次数: 2

摘要

目的本研究的目的是提出一个基于刺激-有机体反应(s-O-R)模型的研究模型,以检验游戏化和社交互动作为环境刺激对学习者在场感知的前因是否会影响他们对大规模开放在线课程(MOOC)的持续意图本研究采用结构方程模型(SEM)对台湾某知名大学MOOC平台提供的有游戏化MOOC体验的学习者和353份可用问卷进行了分析,MOOC中的学习者-教师互动和学习者-学习者互动对他们的认知在场、教学在场和社交在场产生了积极影响,共同阐述了他们对MOOC的持续意图。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72.6%。独创性/价值本研究以S-O-R模型为理论保护伞,将学习者的MOOC持续意向界定为一系列受游戏化和社会互动影响的内部过程。值得注意的是,探究社区模型的三种心理结构(即认知存在、教学存在和社会存在)被用来代表学习者使用MOOC的内部体验。迄今为止,在先前基于S-O-R模型的研究中,享乐/功利概念更常被用作有机体,而心理结构受到的关注较少。因此,本研究将S-O-R模型丰富到一个宝贵的背景中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How gamification and social interaction stimulate MOOCs continuance intention via cognitive presence, teaching presence and social presence?
PurposeThis study's purpose is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether gamification and social interaction as environmental stimulus antecedents to learners' perceptions of presence 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 gamified MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 353 usable questionnaires were analyzed using structural equation modeling (SEM).FindingsThis study demonstrated that learners' perceived gamification, learner–instructor interaction and learner–learner interaction in MOOCs positively affected their cognitive presence, teaching presence and social presence elicited by MOOCs, which jointly expounded their continuance intention of MOOCs. The results support all proposed hypotheses, and the research model accounts for 72.6% of the variance in learners' MOOCs continuance intention.Originality/valueThis study employs the S-O-R model as a theoretical umbrella to frame learners' MOOCs continuance intention as a series of the internal process, which is influenced by gamification and social interaction. Noteworthily, three psychological constructs of the community of inquiry model (i.e. cognitive presence, teaching presence and social presence) are adopted to represent learners' internal experiences of MOOCs usage. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies based on the S-O-R model, whereas psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context.
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来源期刊
Library Hi Tech
Library Hi Tech INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
8.30
自引率
44.10%
发文量
97
期刊介绍: ■Integrated library systems ■Networking ■Strategic planning ■Policy implementation across entire institutions ■Security ■Automation systems ■The role of consortia ■Resource access initiatives ■Architecture and technology ■Electronic publishing ■Library technology in specific countries ■User perspectives on technology ■How technology can help disabled library users ■Library-related web sites
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