Determinants of University Students' Perceived Usefulness and Behavioral Intentions toward Online Learning Applications in Chengdu, China
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Purpose: This study explores the factors influencing perceived usefulness and behavioral intention among college students in Chengdu, China when using online learning applications. The conceptual framework proposes the causal relationship between perceived ease of use, perceived usefulness, effort expectations, performance expectations, convenience conditions, social influence, and behavioral intentions. Research Design, Data, and Methods: The researchers used quantitative methods (n=500) to distribute questionnaires to students from four universities in Chengdu as the target population. They are adopting multi-stage sampling methods, including purposive, stratified random, and convenience sampling. They conducted data analysis through confirmatory factor analysis (CFA) and structural equation modeling (SEM), including evaluating the effectiveness of the measurement model and testing causal relationships between variables. Result: While the relationship between perceived usefulness and behavioral intention was not fully supported, the other six hypotheses—perceived ease of use on perceived usefulness, perceived ease of use on behavioral intention, effort expectation on behavioral intention, performance expectation on behavioral intention, convenience condition on behavioral intention, and social influence on behavioral intention—were supported. Conclusion: Relevant recommendations for educators, school administrators, and app developers were made while noting that there were sample limitations to the study and that the sample could be expanded to include a wider range of samples and stages of education to be studied.
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