A Study on Behavioral Intention to Use Online Learning of Undergraduate Students in Painting Majors in Chengdu, China
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Purpose: This paper aims to study the impact factors of behavioral intention of students in painting majors in Chengdu, China. The conceptual framework contains perceived ease of use, responsiveness, reliability, perceived usefulness, e-learning quality, hedonic motivation, facilitation condition, social influence, and behavioral intention. Research design, data, and methodology: This study adopted quantitative methods to survey 500 participants. Before data collection, the index of item-objective congruence (IOC) and Cronbach's Alpha of pilot test (n=50) was used to ensure the validity and reliability. After collecting the data, the structural equation model (SEM) was used to verify the structure and relationship of variables, the validity and normality of research tools, data collection procedures, and statistical data processing. Structural equation modeling (SEM) and statistical tools are applied to hypothesis testing. Results: All eight hypotheses of this study are supported. Perceived usefulness has the most significant impact on behavioral intention. Perceived ease of use has a significant impact on perceived usefulness. Reliability and responsiveness significantly impact e-learning quality. Hedonic motivation, facilitating conditions, social influences, and e-learning quality impact behavioral intention. Conclusions: Developers of e-learning systems and senior managers of higher education institutions should improve learning systems so that students can learn online anytime, anywhere, retain recorded lessons, and accurately search for the content they want.
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