Key Drivers of E-learning Satisfaction and Behavioral Intention Among Art Major Undergraduates: Insights from a Public University in Sichuan, China
DOI:
https://doi.org/10.14456/shserj.2026.17Keywords:
Perceived Usefulness, Satisfaction, System Quality, Art StudentsAbstract
Purpose: This study aims to identify and examine the key factors influencing undergraduate art students' behavioral intentions and satisfaction with online learning at a public institution in Sichuan, including system quality, service quality, perceived usefulness, effort expectancy, and performance expectancy. Research design, data, and methodology: A quantitative research methodology was adopted through a survey administered to 500 undergraduate students with over one year of online learning experience. To ensure a representative sample, stratified random sampling, convenience sampling, and purposive sampling were employed. Before data collection, a pilot test (n = 50) and the Item-Objective Congruence (IOC) index were utilized to validate and ensure the reliability of the questionnaire. Convergent and discriminant validity of the measurement model were assessed using confirmatory factor analysis (CFA). Structural equation modeling (SEM) was then applied to examine the relationships between the variables. Results: The findings indicate that system quality and service quality significantly positively impact perceived usefulness and satisfaction. Both perceived usefulness and effort expectancy were found to positively influence students' satisfaction and behavioral intentions. Additionally, performance expectancy mediates the relationship between system quality and satisfaction, with satisfaction being a crucial determinant of behavioral intentions. Conclusions: The study highlights that improving system and service quality in online learning is a valuable strategy for enhancing the satisfaction and positive behavioral intentions of undergraduate art students.
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