Factors Impacting Undergraduate Students’ Satisfaction and Continuous Intention to Use MOOCs in Chengdu China
Abstract
Background and Aims: The objective of this article was to investigate the influence of MOOC implementation factors on the continuous intention and satisfaction of undergraduates in Chengdu, China, performance expectancy (PE), social influence (SI), perceived usefulness (PU), confirmation (CON), flow experience (FE), satisfaction (SAT), and continued intention (CI) were all interconnected in the conceptual framework. The objective of the research is to determine the extent to which each variable influences the use of MOOCs, to provide insights that can help improve the learning experience and ensure learners' long-term investment.
Materials and Methods: The researcher utilized the quantitative investigation strategy with 500 samples and distributed the questionnaire to the selected undergraduate students at Xihua University. In this survey, a multistage sampling strategy was used to collect data from the investigation, using judgmental and quota sampling. Confirmatory factor analysis (CFA) and structural equation model (SEM) have been implemented to analyze data. In addition, goodness of model fits, correlation validity, and reliability testing for each component were utilized.
Results: The result demonstrated that MOOC implementation factors, including performance expectancy, social influence, perceived usefulness, confirmation, and flow experience significantly affect students’ continuance intention and satisfaction, with flow experience (FE) providing the greatest consequence on satisfaction. The entire hypotheses have been evidenced to achieve the research purposes.
Conclusion: The study provides empirical evidence on how MOOC implementation factors affect engineering students' satisfaction and continuance intention. It suggests that the findings could be useful for university management and lecturers to increase teaching and learning quality in the course and develop new strategies and approaches that suit modern-day learners. The study also aims to enhance the efficiency and effectiveness of class delivery and improve student engagement in the learning process.
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