Zuo Mingzhang, Hu Yue, Luo Heng, Ouyang Hongjie, Zhang Yao
Faculty of Artificial Intelligence in Education, Central China Normal University, No.152, LuoYu Street, HongShan District, Wuhan, 430079 Hubei China.
Educ Inf Technol (Dordr). 2022;27(4):4599-4620. doi: 10.1007/s10639-021-10791-x. Epub 2021 Nov 5.
Learning motivation is crucial to online learning success, especially for K-12 students. Although previous research has proved that there are many factors influencing online learning motivation, few studies have systematically investigated this phenomenon from the integrated perspectives of community of inquiry and technology acceptance, two theoretical frameworks that are commonly used to explain experiences of and attitude towards online learning. This study investigates the effects of K-12 students' perceived presence and technology acceptance on their online learning motivation. A total of 13,610 valid questionnaires were collected from K-12 students from Wuhan and adjacent areas in central China participated in the survey. The findings reveal that: (1) perceived usefulness, self-efficacy, social presence, and perceived ease of use have a larger positive effect on online learning motivation, while cognitive presence has a small positive effect on online learning motivation; (2) teaching presence positively influences online learning motivation through social or cognitive presence; (3) factors, such as school location, previous online learning experience, family social-economic status, and prior academic achievements, may influence technology acceptance. The implications for designing, developing, and managing K-12 online education are discussed.
学习动机对于在线学习的成功至关重要，尤其是对中小学学生而言。尽管先前的研究已证明有许多因素会影响在线学习动机，但很少有研究从探究社区和技术接受这两个常用于解释在线学习体验和态度的理论框架的综合角度对这一现象进行系统调查。本研究调查了中小学学生的感知临场感和技术接受度对其在线学习动机的影响。共收集了来自中国中部武汉及周边地区参与调查的中小学学生的13610份有效问卷。研究结果表明：（1）感知有用性、自我效能感、社会临场感和感知易用性对在线学习动机有较大的正向影响，而认知临场感对在线学习动机有较小的正向影响；（2）教学临场感通过社会或认知临场感对在线学习动机产生积极影响；（3）学校所在地、先前的在线学习经历、家庭社会经济地位和先前的学业成绩等因素可能会影响技术接受度。文中还讨论了对中小学在线教育设计、开发和管理的启示。
