Understanding the Impact of Interaction Elements on MOOCs Continuance Intention Among Undergraduates: An Extended Expectation Confirmation Model
This study aims to investigate the influence of interaction on undergraduates’ continuance intention to use Massive Open Online Courses based on the Expectation Confirmation Model (ECM) and to examine the moderating effect of gender. 235 undergraduates were randomly sampled and surveyed, providing s...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-06-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440251342171 |
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| author | Hongzhu Long Jiangting Liu |
| author_facet | Hongzhu Long Jiangting Liu |
| author_sort | Hongzhu Long |
| collection | DOAJ |
| description | This study aims to investigate the influence of interaction on undergraduates’ continuance intention to use Massive Open Online Courses based on the Expectation Confirmation Model (ECM) and to examine the moderating effect of gender. 235 undergraduates were randomly sampled and surveyed, providing self-reports on 10 constructs (student-student interactions, student-teacher interactions, student-content interactions, controllability, responsiveness, confirmation, perceived usefulness, satisfaction, and continuance intention). The Partial Least Squares Structural Equation Modelin was employed for data analysis. The findings indicate that student-teacher interactions, student-content interactions, controllability, and responsiveness have a significant positive impact on undergraduates’ continuance intention to use Massive Open Online Courses. However, student-student interactions do not show a significant relationship with continuance intention. Additionally, no significant gender differences were found concerning the influence of perceived usefulness and satisfaction on continuance intention. The study also discusses the theoretical and practical impacts of undergraduates’ use of Massive Open Online Courses. |
| format | Article |
| id | doaj-art-7e9f77787e8b4d95bb8eb2ff13cf18c6 |
| institution | Kabale University |
| issn | 2158-2440 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj-art-7e9f77787e8b4d95bb8eb2ff13cf18c62025-08-20T03:46:38ZengSAGE PublishingSAGE Open2158-24402025-06-011510.1177/21582440251342171Understanding the Impact of Interaction Elements on MOOCs Continuance Intention Among Undergraduates: An Extended Expectation Confirmation ModelHongzhu Long0Jiangting Liu1Chongqing City Vocational College, Yongchuan, ChinaChongqing City Vocational College, Yongchuan, ChinaThis study aims to investigate the influence of interaction on undergraduates’ continuance intention to use Massive Open Online Courses based on the Expectation Confirmation Model (ECM) and to examine the moderating effect of gender. 235 undergraduates were randomly sampled and surveyed, providing self-reports on 10 constructs (student-student interactions, student-teacher interactions, student-content interactions, controllability, responsiveness, confirmation, perceived usefulness, satisfaction, and continuance intention). The Partial Least Squares Structural Equation Modelin was employed for data analysis. The findings indicate that student-teacher interactions, student-content interactions, controllability, and responsiveness have a significant positive impact on undergraduates’ continuance intention to use Massive Open Online Courses. However, student-student interactions do not show a significant relationship with continuance intention. Additionally, no significant gender differences were found concerning the influence of perceived usefulness and satisfaction on continuance intention. The study also discusses the theoretical and practical impacts of undergraduates’ use of Massive Open Online Courses.https://doi.org/10.1177/21582440251342171 |
| spellingShingle | Hongzhu Long Jiangting Liu Understanding the Impact of Interaction Elements on MOOCs Continuance Intention Among Undergraduates: An Extended Expectation Confirmation Model SAGE Open |
| title | Understanding the Impact of Interaction Elements on MOOCs Continuance Intention Among Undergraduates: An Extended Expectation Confirmation Model |
| title_full | Understanding the Impact of Interaction Elements on MOOCs Continuance Intention Among Undergraduates: An Extended Expectation Confirmation Model |
| title_fullStr | Understanding the Impact of Interaction Elements on MOOCs Continuance Intention Among Undergraduates: An Extended Expectation Confirmation Model |
| title_full_unstemmed | Understanding the Impact of Interaction Elements on MOOCs Continuance Intention Among Undergraduates: An Extended Expectation Confirmation Model |
| title_short | Understanding the Impact of Interaction Elements on MOOCs Continuance Intention Among Undergraduates: An Extended Expectation Confirmation Model |
| title_sort | understanding the impact of interaction elements on moocs continuance intention among undergraduates an extended expectation confirmation model |
| url | https://doi.org/10.1177/21582440251342171 |
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