Xu Wei, Shen Zhi-Yi, Lin Shi-Jia, Chen Jia-Chen
College of Educational Science and Technology, Zhejiang University of Technology, Hangzhou, China.
College of Management, Zhejiang University of Technology, Hangzhou, China.
Front Psychol. 2022 Apr 26;13:857709. doi: 10.3389/fpsyg.2022.857709. eCollection 2022.
The COVID-19 pandemic caused colleges and universities to rely heavily on online learning to continue knowledge dissemination to learners. This study used the second-generation model of unified theory of acceptance and use of technology (UTAUT2) to comprehensively analyze the mediating effects of , which affects learners' effective use of online tools for learning, and , which can independently adjust learning progress into the UTAUT2 model, on the learner's willingness to continue online learning [i.e., their behavioral intention (BI)] by constructing a UTAUT2-based e-learning model. This study administered questionnaires to undergraduates in universities in East China to collect data. The effects of performance expectancy, effort expectancy (EE), social influence (SI), and facilitating conditions (FCs), hedonic motivation (HM), price value (PV), and habits on BI (directly or through mediators) were analyzed through data analysis and structural equation modeling, and the UTAUT2-based e-learning model was accordingly modified. The results indicated that the self-efficacy enhanced the effects of EE, SI, FCs, HM, and PV on learners' BI; that metacognition and self-regulation (MS) capabilities enhanced the effects of EE on learners' BI; and that habits had a direct and strong effect on BI. This study also provided some suggestions to enhance higher education learners' willingness to continue online learning, such as improving social recognition and support, careful design of teaching content, easy-to-use technology, financial support. These results and suggestions may guide colleges and universities in conducting, continuing, or enhancing online education, particularly as the pandemic continues.
新冠疫情使高校严重依赖在线学习来继续向学习者传播知识。本研究采用技术接受与使用统一理论的第二代模型（UTAUT2），通过构建基于UTAUT2的电子学习模型，全面分析影响学习者有效使用在线学习工具的 ，以及能够独立调整学习进度的 ，纳入UTAUT2模型后，对学习者继续在线学习意愿[即行为意向（BI）]的中介作用。本研究对华东地区高校的本科生进行问卷调查以收集数据。通过数据分析和结构方程模型，分析了绩效期望、努力期望（EE）、社会影响（SI）、促进条件（FCs）、享乐动机（HM）、价格价值（PV）和习惯对BI的影响（直接或通过中介变量），并据此对基于UTAUT2的电子学习模型进行修正。结果表明，自我效能增强了EE、SI、FCs、HM和PV对学习者BI的影响；元认知和自我调节（MS）能力增强了EE对学习者BI的影响；习惯对BI有直接且强烈的影响。本研究还提出了一些提高高等教育学习者继续在线学习意愿的建议，如提高社会认可度和支持度、精心设计教学内容、采用易用技术、提供资金支持。这些结果和建议可能会指导高校开展、继续或加强在线教育，尤其是在疫情持续期间。
