Factors Affecting the Behavioral Intention of Public Universities Art Design Major Students by Using Blended Learning in Chengdu

Xiaoxiao Li; Satha Phongsatha

doi:10.60027/ijsasr.2023.3314

Authors

Xiaoxiao Li Ph.D. Candidate, Graduate School of Business and Advanced Technology Management, Assumption University, Thailand https://orcid.org/0009-0001-3973-3231
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/10.60027/ijsasr.2023.3314

Keywords:

Blended Learning; , Art design; , Behavioral Intention; , Attitudes

Abstract

Background and Aim: This paper mainly reacts to the important factors affecting the willingness of undergraduate art and design students to participate in blended learning in three public universities in Chengdu. The study investigated latent variables including Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude (ATT), Effort Expectancy (EE), Social Influence (SI), Facilitating Conditions (FC), and Behavioral Intention (BI). The goal of this paper is to determine the extent to which each variable influences the target population's participation in blended learning activities.

Materials and Methods: In this paper, the characteristics of anchors are classified into three dimensions: attitudes, behavioral intentions, etc., and the relationship between blended learning and students is discussed. In this paper, 488 data were collected through questionnaires and statistically analyzed, and the hypothesis was tested using SPSS and AMOS software.

Results: The results of the statistical analysis confirmed all the hypotheses, with effort expectancy exhibiting the most pronounced and significant direct impact on behavioral intention.

Conclusion: For art and design students to fully appreciate and acknowledge the efficacy of blended learning, college administrators and instructional staff must allocate adequate attention to the factors that wield substantial influence over instructional behavioral intentions. Moreover, they should contemplate prospective instructional modifications or reforms guided by the outcomes of this study.

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