To Continue or Not to Continue? Examining the Antecedents of MOOCs Continuance Intention through the Lens of the Stimulus-Organism-Response Model

Autor/in	Cheng, Yung-Ming
Titel	To Continue or Not to Continue? Examining the Antecedents of MOOCs Continuance Intention through the Lens of the Stimulus-Organism-Response Model
Quelle	In: International Journal of Information and Learning Technology, 40 (2023) 5, S.500-526 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheng, Yung-Ming)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-08-2022-0171
Schlagwörter	MOOCs; Models; Intention; Gamification; Learner Engagement; Foreign Countries; Educational Media; College Students; Student Attitudes; Persistence; Taiwan + Suchen Sie Ihr Suchwort? Analogiemodell; Ausland; Bildungsmittel; Unterrichtsmedien; Collegestudent; Schülerverhalten; Ausdauer
Abstract	Purpose: The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to test whether network externality, gamification and media richness as environmental feature antecedents to learners' learning engagement (LE) can affect their continuance intention of massive open online courses (MOOCs). Design/methodology/approach: Sample data for this study were collected from learners who had experience in taking the gamified MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 315 usable questionnaires were analyzed using structural equation modeling in this study. Findings: This study verified that learners' perceived network externality, gamification and media richness in MOOCs positively influenced their behavioral LE, emotional LE and social LE elicited by MOOCs, which collectively caused their continuance intention of MOOCs. The results support all proposed hypotheses, and the research model accounts for 75.6% of the variance in learners' continuance intention of MOOCs. Originality/value: This study uses the S-O-R model as a theoretical groundwork to construct learners' continuance intention of MOOCs as a series of the internal process, which is influenced by network externality, gamification and media richness. Noteworthily, three psychological constructs, behavioral LE, emotional LE and social LE, are employed to represent learners' organisms of MOOCs usage. To date, the concepts of network externality, gamification and media richness are rarely together adopted as environmental stimuli, and psychological constructs as organisms have received lesser attention in prior MOOCs studies using the S-O-R model. Hence, this study's contribution on the application of capturing psychological constructs for completely expounding three types of environmental features as antecedents to learners' continuance intention of MOOCs is well documented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01