Factors Influencing Behavioral Intention Toward E-learning Among Film & Animation Undergraduates: An Empirical Study at a Public University in Chengdu, China
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Abstract
Purpose: This study analyzes online learning satisfaction and behavioral intents of undergraduate students in China, by examining system quality, service quality, perceived usefulness, effort expectancy, and performance expectancy. Research design, data, and methodology: In this study, a quantitative research methodology was used. A survey that included 500 undergraduate students with more than a year of experience in online learning was used to gather data. To guarantee the sample's representativeness, stratified random, convenience, and purposive sampling were used as sampling techniques. Prior to collecting data, a pilot test (n=50) and the Item-Objective Congruence (IOC) index were used to confirm the questionnaire's validity and reliability. The convergent and discriminant validity of the measurement model was then evaluated using confirmatory factor analysis (CFA). Ultimately, the correlations between the measured variables were tested using structural equation modeling. Results: The analysis results indicate that system and service quality significantly positively affect perceived usefulness and satisfaction. Perceived usefulness and effort expectancy significantly enhance students' satisfaction and behavioral intentions. Performance expectancy is an intermediary between system quality and satisfaction, with satisfaction being a key factor influencing behavioral intentions. Conclusions: Education administrators should focus on optimizing online learning platforms, emphasizing the enhancement of students' perceptions of usefulness and expectation management to improve overall learning outcomes.
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