A Study of the Factors Influencing Teachers' Behavioral Intention to Use the Intelligent Center of Vocational Education (ICVE) in Chinese Higher Vocational Colleges
Abstract
Background and Aim: This study aims to explore the factors that affect the behavioral intention of teachers using the Intelligent Center of Vocational Education (ICVE) system in Chongqing higher vocational colleges. To investigate whether the quality of the system (QS), information quality (IQ), service quality (SQ), E-learning experience (XP), perceived usefulness (PU), and perceived ease of use (PEOU) have effects on ICVE behavioral intention to use (BIU).
Materials and Methods: The research builds a conceptual framework based on two core theories: the Technology acceptance model (TAM) and the DeLone and McLean information systems success model. The quantitative method and questionnaire survey were used to collect sample data from four higher vocational schools in Chongqing China. An online questionnaire was used to issue the questionnaires. After collecting data, 439 valid questionnaires were obtained. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) are used for specific data analysis. The model's goodness of fit is verified, the causal relationship between variables is confirmed, and hypothesis testing is carried out.
Results: It is found that perceived usefulness has the greatest impact on the intention to continue using, and usefulness is mainly affected by information quality and service quality. The second most important factor affecting the intention to continue use is perceived ease of use, which is significantly influenced by the E-learning experience and quality of the system.
Conclusion: Improving the quality of the system, information quality, and service quality of ICVE, and improving teachers' E-learning experience can effectively enhance teachers' behavioral intention to use ICVE.
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