Factors Impacting the Perceived Usefulness and Behavioral Intention toward Blended Learning System in Higher Education
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Purpose: This study aimed to assess the factors that impact students’ perceived usefulness and behavioral intentions toward blended learning systems (BLS) in Chinese higher education. Research design, data, and methodology: This study adopts quantitative research methods, using Item-Objective Congruence and Pilot Tests to estimate the validity and reliability of the questionnaire. Based on various sampling methods, an electronic questionnaire was used to collect data, and Cronbach’s Alpha was used to evaluate the reliability of the data. According to the proposed research model, Confirmatory Factor Analysis (CFA) was used to analyze the structural validity, and Structural Equation Modeling (SEM) was used to test the structural correlation. Results: It was found that the perceived usefulness of BLS was significantly affected by information quality, system quality, and collaboration quality (CBQ). Perceived usefulness, hedonic motivation, facilitating condition, and effort expectancy significantly drove behavioral intention to use BLS. Conclusions: This study proposed a composite research framework to analyze the influence of college students’ behavior and intention to use BLS more completely and effectively. The researchers believed that improving the quality factors and external promotion conditions of BLS could improve students’ PU for BLS and promote students’ enthusiasm and intention to use BLS.
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