Continuance Intention to Use Blended Education for Production Design Major Undergraduates at Public University in Chengdu of China

Liwa Ma; Satha Phongsatha

doi:10.14456/jsasr.2023.21

Authors

Liwa Ma Ph.D. Candidate, Graduate School of Business and Advanced Technology Management, Assumption University, Thailand https://orcid.org/0009-0002-2144-5183
Satha Phongsatha Program Director of M.Ed. Teaching and Technology, Graduate School of Business and Advanced Technology Management, Assumption University, Bangkok, Thailand https://orcid.org/0000-0002-7035-4678

DOI:

https://doi.org/10.14456/jsasr.2023.21

Keywords:

Blended Education; , Production Design; , Satisfaction; , Continuance Intention

Abstract

Background and Aim: The objective of the investigation is to assess the key determinants that significantly influence production design major undergraduate students' continuance intention with blended education at three public universities in the Chengdu region of China. The following latent variables—Service Quality (SEQ), System Quality (SYQ), Information Quality (INQ), Engagement (ENG), Course Structure (COS), Satisfaction (SAT), and Continuance Intention (COI)—were all evaluated to determine if they impacted the target undergraduate students who were participating in blended education activities.

Materials and Methods: The researcher utilized the quantitative investigation strategy with 500 samples and administered a quantitative questionnaire to undergraduates specializing in production design at three target universities. In this survey, the quota sampling method has been employed. The components under investigation were examined using Confirmatory Factor Analysis (CFA) and the Structural Equation Model (SEM).

Results: The statistical analysis findings validated the entire hypotheses, with satisfaction demonstrating the greatest direct significant effect on continuance intention.

Conclusion: According to the observations of this study, for the production design students to acknowledge and appreciate the effectiveness of blended education, university administrators and instructional employees should expect to be paid sufficient attention to the determinants that have generated a significant impact on the continuance intention of the blended instruction and suggest the associated instructional approach in the upcoming times.

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