Alturki Uthman, Aldraiweesh Ahmed
Educational Technology Department, College of Education, King Saud University, Riyadh, Saudi Arabia.
Front Psychol. 2023 Feb 2;14:1108325. doi: 10.3389/fpsyg.2023.1108325. eCollection 2023.
The purpose of this study was to examine the relationships between users' satisfaction with actual use of massive open online courses (MOOCs) and intrinsically motivated, task-technology fit, attitudes toward using MOOCs, and behavioral intention to use MOOCs. As the primary technique for data collection, a survey questionnaire on self-determination theory (SDT) as well as task-technology fit (TTF) was distributed to a total of 228 students. The results of the users' (TTF) to attitude toward using MOOCs and their behavioral intention to use MOOCs had a positive impact on their satisfaction and actual use of MOOCs in higher education institutes. However, the users' perceived autonomy was not entirely satisfied, based on the results of their intrinsic motivation for the actual use of learning courses. Similarly, technology characteristics were insignificant with TTF for the actual use of MOOCs in academic institutions. Additionally, mediation studies showed that the correlations between independent factors on the one hand and users' satisfaction with their actual use of MOOCs on the other were significantly mediated by intrinsic motivation, TTF attitude, and behavioral intention to use. Finally, practical ramifications were examined, and recommendations were made with regards to the direction of future studies.
本研究的目的是探讨用户对大规模开放在线课程（MOOCs）实际使用的满意度与内在动机、任务-技术匹配度、对使用MOOCs的态度以及使用MOOCs的行为意向之间的关系。作为主要的数据收集方法，一份关于自我决定理论（SDT）以及任务-技术匹配度（TTF）的调查问卷被分发给了总共228名学生。用户的任务-技术匹配度对其使用MOOCs的态度以及使用MOOCs的行为意向，对他们在高等教育机构中对MOOCs的满意度和实际使用产生了积极影响。然而，根据他们对学习课程实际使用的内在动机结果，用户的自主感知并未得到完全满足。同样，在学术机构中，技术特征对于MOOCs实际使用的任务-技术匹配度来说并不显著。此外，中介研究表明，一方面独立因素与另一方面用户对MOOCs实际使用的满意度之间的相关性，显著地由内在动机、任务-技术匹配度态度和使用行为意向所介导。最后，研究了实际影响，并就未来研究的方向提出了建议。
