College of Continuing Education, Shanghai Normal University, Shanghai, China.
School of Humanities, Shanghai Normal University, Shanghai, China.
Sci Rep. 2024 Jun 4;14(1):12762. doi: 10.1038/s41598-024-63747-9.
This study addresses the understanding gap concerning the factors that influence the continuous learning intention of adult learners on online education platforms. The uniqueness and significance of this study stem from its dual focus on both platform features, such as service quality, and course features, including perceived interactivity and added value, aspects often overlooked in previous research. Rooted in Expectation Confirmation Theory, the study constructs a comprehensive model to shed light on the complex interplay of these factors. Empirical evidence collected from a survey of 1592 adult learners robustly validates the effectiveness of this model. The findings of the study reveal that platform service quality, perceived interactivity, and perceived added value significantly amplify adult learners' expectation confirmation and perceived usefulness. These elements subsequently enhance learner satisfaction, fostering their ongoing intention to use online education platforms. These insights offer practical guidance for online education providers, emphasizing the necessity to enhance platform service quality and course features to meet adult learners' expectations and perceived usefulness. The study provides valuable perspectives for devising strategies to boost user satisfaction and stimulate continuous usage intention among adult learners in the intensely competitive online education market. This study enriches the literature by uncovering the relationships among platform features, course features, expectation confirmation, perceived usefulness, and continuous usage intention. By proposing a comprehensive model, this study provides a novel theoretical basis for understanding how platform and course features impact adult learners' ongoing intention to use online education platforms, thereby aiding the evolution and refinement of relevant theories.
本研究旨在解决成人学习者在在线教育平台上持续学习意愿的影响因素方面的理解差距。本研究的独特性和意义在于，它同时关注平台特征（如服务质量）和课程特征（如感知互动性和附加值），这是以往研究中经常被忽视的方面。本研究以期望确认理论为基础，构建了一个综合模型，深入探讨了这些因素的复杂相互作用。通过对 1592 名成人学习者进行调查收集的实证证据，有力地验证了该模型的有效性。研究结果表明，平台服务质量、感知互动性和感知附加值显著增强了成人学习者的期望确认和感知有用性。这些因素继而提高了学习者的满意度，培养了他们持续使用在线教育平台的意愿。这些研究结果为在线教育提供商提供了实践指导，强调了增强平台服务质量和课程特征以满足成人学习者的期望和感知有用性的必要性。本研究通过揭示平台特征、课程特征、期望确认、感知有用性和持续使用意愿之间的关系，为丰富文献提供了有价值的视角。通过提出一个综合模型，本研究为理解平台和课程特征如何影响成人学习者持续使用在线教育平台的意愿提供了新的理论基础，从而有助于相关理论的发展和完善。
