Abstract
This study focuses on the factors affecting college students' willingness to continue using online education platforms. First, based on previous research and related theories, combined with the results of interviews with some college students, this study identified the influencing factors, constructed a model of factors affecting college students' willingness to continue using online education platforms, and proposed relevant hypotheses; according to the characteristics of online education platforms and existing mature scales, the questionnaire was designed. After the preliminary survey, the questionnaire was officially distributed and collected. Secondly, the collected sample data was processed and analyzed, and the following research conclusions were drawn: First, satisfaction, perceived usefulness, expected confirmation, content quality, and perceived interactivity have a significant direct positive impact on college students' willingness to continue using online education platforms; second, perceived usefulness, expected confirmation, content quality, and perceived interactivity have an indirect impact on college students' willingness to continue using online education platforms, and satisfaction plays a partial mediating role in perceived usefulness, expected confirmation, content quality, perceived interactivity, and college students' willingness to continue using online education platforms; third, there is no significant difference in the willingness to continue using online education platforms among college students of different genders, grades, majors, and cumulative usage time, while there are significant differences in the willingness to continue using online education platforms among college students with different platform usage frequencies and different single usage times. Finally, based on the research conclusions, this article proposes reliable suggestions from multiple perspectives, including that the government should improve relevant laws and regulations, platforms should provide high-quality educational content, and teachers should create an interactive environment, to enhance college students' willingness to continue using online education platforms.
References
Chen, M. H., Qi, X. J., & Liu, Y. (2016). The moderating effect of the intention and habit of continuous use of mobile libraries. Information Science, 34(6), 125-132.
Dong, Y. G., & Yang, L. F. (2022). A review of research on migrant children's education in China since the 21st century. Journal of Chengdu Normal University, 38(5), 28-34.
Du, Y. Q. (2019). Research on the influencing factors of MOOC platform users' continued use intention (Master's thesis). Chongqing University.
Gu, Y. N., & Yang, H. (2021). Research on the influencing factors of college students' willingness to continue using online live courses from the perspective of information ecology. Exploration of Higher Education, 9, 54-62.
He, Q. Y. (2019). Research on the continuous use behavior and influencing factors of users of B2B2C online education platforms (Doctoral thesis). Jilin University.
Lu, H. L., Liang, A. R., & Li, Z. J. (2018). The impact of online learning platform socialization on college students' continued use intention. Research on Higher Education of Finance and Economics, 21(2), 19-27.
Qiao, W. F., Liu, W. T., & Li, M. L. (2021). Online teaching in the eyes of students: behavior, effects and challenges-A survey of online learning behavior of Tsinghua University students during the COVID-19 pandemic. Tsinghua University Education Research, 42(1), 57-66.
Sha, J. R., Kan, Z. C., & Li, W. (2020). An empirical study on the effect of teacher support strategies on improving college students' learning engagement in blended teaching. China Audio-visual Education, 8, 127-133.
Sun, Y. C., Wang, Y. L., & Qin, Z. Y. (2020). Analysis of MOOC learners' continued use intention from the perspective of self-determination theory. China Education Informatization, 15, 14-18.
Wan, L. Y., Dai, X. H., Yang, Q. J., et al. (2023). What hinders primary school teachers from continuing to use online teaching?-A qualitative analysis based on interview texts of 34 primary school teachers. Teacher Education Research, 35(1), 109-115.
Xing, L. J. (2021). Research on the influence of teacher support on students' learning behavior engagement in online learning environment (Master's thesis). Shenyang Normal University.
Yang, G. F. (2016). Research on the influencing factors of MOOC users' continued use behavior. Open Education Research, 22(1), 100-111.
Zhang, J., & Wang, H. (2018). A study on the influencing factors of learners' continuous learning behavior on online education platforms based on ISM. China Education, 10, 123-130.
Zhao, H. L. (2018). Online education theory and practice. Beijing Institute of Technology Press.