Decoding MOOC Success: 7 Core Factors Shaping Chinese Students’ Online Learning Behaviors

Abstract

Purpose: This study sought to investigate the critical factors influencing undergraduate students’ perceived usefulness of and continuance intention to use Chinese University MOOCs in Chongqing, China. The proposed conceptual framework illustrates causal relationships among seven variables: Perceived Ease of Use (PEU), Perceived Usefulness (PU), Cognitive Presence (CP), Teaching Presence (TP), Learning Engagement (LE), Satisfaction (SAT), and Continuance Intention (CI). Research design, data and methodology: This quantitative research gathered data from 500 undergraduates at Chongqing University through online surveys, using non-random sampling methods—specifically judgmental, quota, and convenience sampling. Data analysis employed AMOS to assess model fit, reliability, and construct validity. Results: Empirical findings revealed that Perceived Usefulness (PU, β=0.199), Satisfaction (SAT, β=0.167), Learning Engagement (LE, β=0.213), Cognitive Presence (CP, β=0.185), and Teaching Presence (TP, β=0.193) are key drivers of students’ Continuance Intention (CI). Additionally, Perceived Ease of Use (PEU) exerts a significant positive impact on Perceived Usefulness (PU, β=0.365). All constructs demonstrated good reliability (Cronbach’s α > 0.70) and convergent validity (Average Variance Extracted, AVE > 0.50). Conclusions: Key findings highlighted direct impacts of relevant variables on usage intention, emphasizing system and interaction factors. The well-fitted model validated an integrated framework, enhancing understanding of MOOC usage.