Factors Affecting the Continuance Usage Intention of MOOCs in Higher Education
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Purpose: This study aims to enhance the intention of higher education students in Hangzhou, China, to continue using MOOCs. The key variables are human-human interaction, human-system interaction, human-message interaction, perceived usefulness, learning engagement, continuance usage intention, flow experience and satisfaction using Massive Open Online Courses. Research design, data, and methodology: A quantitative method (N=550) was employed to distribute questionnaires among sophomore students and collect sample data. Prior to distribution, the validity and reliability of the questionnaire were assessed through item-objective congruence (IOC)and pilot tests. Data analysis involved confirmatory factor analysis (CFA) and structural equation modeling (SEM) to evaluate the model's goodness of fit, assess structural validity, and test the research hypotheses. Results: The results reveal that the conceptual model successfully predicts the factors influencing students' continuance usage intention for e-learning in higher education in Hangzhou, China. The study's findings supported nine out of the ten proposed hypotheses. The research indicates that perceived usefulness, satisfaction, and learning engagement significantly impact continuance usage intention. Conclusions: The study identified several factors that can enhance students' flow experience and satisfaction using Massive Open Online Courses. Key among these is improving the quality of interaction between students and the system.
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