Key characteristics in designing massive open online courses (MOOCs) for user acceptance: an application of the extended technology acceptance model

In spite of the proliferation of Massive Open Online Courses (MOOCs) in higher education, factors influencing user acceptance of MOOCs are not well understood. This study is intended to investigate key characteristics of user acceptance from interface design (i.e. usability), content quality (i.e. p...

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Veröffentlicht in:Interactive learning environments Jg. 30; H. 5; S. 882 - 895
Hauptverfasser: Tao, Da, Fu, Pei, Wang, Yunhui, Zhang, Tingru, Qu, Xingda
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Abingdon Routledge 19.05.2022
Taylor & Francis Ltd
Schlagworte:
Arousal
College Students
Colleges & universities
Computer Attitudes
Educational Technology
Foreign Countries
Intention
MOOC
MOOCs
Online Courses
Online instruction
perceived enjoyment
perceived quality
Program Effectiveness
Psychological Patterns
Students
Technology Acceptance Model
Technology Uses in Education
Technology utilization
Usability
China
ISSN:1049-4820, 1744-5191
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Zusammenfassung:In spite of the proliferation of Massive Open Online Courses (MOOCs) in higher education, factors influencing user acceptance of MOOCs are not well understood. This study is intended to investigate key characteristics of user acceptance from interface design (i.e. usability), content quality (i.e. perceived quality), and emotional arousal (i.e. perceived enjoyment) of MOOCs within the framework of Technology Acceptance Model (TAM). Six hundred and sixty-eight college students were invited to complete a self-reported questionnaire measuring TAM constructs and three hypothesized variables drawn from MOOC characteristics. The results from path analysis showed that all path coefficients were statistically significant. Perceived ease of use, perceived usefulness and perceived enjoyment significantly affected students' behavioral intention to use MOOCs, while both perceived usefulness and behavioral intention yielded a significant influence on perceived effective use of MOOCs. Usability and perceived quality had a strong indirect impact on behavioral intention and perceived effective use through the mediators of perceived ease of use, perceived usefulness and perceived enjoyment. This study demonstrated that the extended TAM with MOOC characteristics provides an effective means to understand students' acceptance of MOOCs.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2019.1695214