Undergraduates’ Behavioral Intention to Use E-Guests to Facilitate Online Learning in The Public Universities in Chongqing, China
DOI:
https://doi.org/10.14456/shserj.2023.29Keywords:
E-guests, Online Learning, Undergraduates, Behavioral Intention, ChinaAbstract
Purpose: This study evaluates the determinants that significantly affect undergraduate design students’ behavioral intentions to invite e-guests in online education from three essential public universities in Chongqing, China. A conceptual framework proposes the relationship between self-efficacy, perceived enjoyment, perceived ease of use, perceived usefulness, attitude, social influence, and behavioral intention. Research design, data, and methodology: A quantitative approach was used with 495 samples, and a questionnaire was distributed to undergraduate students at three target universities. The sampling techniques are judgmental stratified random and convenience sampling. Content validity was reserved by index of item objective congruence (IOC) at a score of 0.6 or over. Pilot test of 30 samples was approved by Cronbach’s Alpha reliability test at a score of 0.7 and above. Confirmatory Factor Analysis (CFA) and the Structural Equation Model were utilized for statistical analysis (SEM), as well as evaluations of the goodness of model fit, correlation validity, and reliability of each factor. Results: Seven hypotheses have been established to accomplish the research objectives, with the attitude has the strongest effect on behavioral intention. Conclusion: It is recommended that the administrations of public universities should enhance the critical determinants of effective implementation of e-guests in online learning to enhance students’ behavioral intentions.
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