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Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions
This study investigates the impact of psychological stimuli on students’ continuance intention to use massive open online courses (MOOCs), through the mediation effects of emotions under a stimulus-organism-response framework. Perceived competition, perceived risk, and curiosity are the psychologica...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Nature Singapore
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9761650/ http://dx.doi.org/10.1007/s40299-022-00705-x |
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author | Shanshan, Shang Wenfei, Lyv |
author_facet | Shanshan, Shang Wenfei, Lyv |
author_sort | Shanshan, Shang |
collection | PubMed |
description | This study investigates the impact of psychological stimuli on students’ continuance intention to use massive open online courses (MOOCs), through the mediation effects of emotions under a stimulus-organism-response framework. Perceived competition, perceived risk, and curiosity are the psychological stimuli. Four emotions (happiness, interest, sadness, and anxiety), enjoyment, and stress are considered as the organism. Continuance intention to use MOOCs for learning is the response. To test the hypotheses empirically, 574 valid responses were collected from individuals who claimed that they had learning experience on the Chinese University MOOC. This is a well-known, official online learning platform supported by the Chinese Education Ministry and has the largest number of active MOOC users in China. The study employs partial least squares structural equation modeling to validate the research model. The results show that perceived competition has both positive and negative effects, perceived risk has no significant effect, curiosity only has a beneficial effect, and the four emotions play important mediation roles. This research unveils the internal effect mechanisms of psychological factors and emotions on continuance intention in the context of online learning. |
format | Online Article Text |
id | pubmed-9761650 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer Nature Singapore |
record_format | MEDLINE/PubMed |
spelling | pubmed-97616502022-12-19 Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions Shanshan, Shang Wenfei, Lyv Asia-Pacific Edu Res Regular Article This study investigates the impact of psychological stimuli on students’ continuance intention to use massive open online courses (MOOCs), through the mediation effects of emotions under a stimulus-organism-response framework. Perceived competition, perceived risk, and curiosity are the psychological stimuli. Four emotions (happiness, interest, sadness, and anxiety), enjoyment, and stress are considered as the organism. Continuance intention to use MOOCs for learning is the response. To test the hypotheses empirically, 574 valid responses were collected from individuals who claimed that they had learning experience on the Chinese University MOOC. This is a well-known, official online learning platform supported by the Chinese Education Ministry and has the largest number of active MOOC users in China. The study employs partial least squares structural equation modeling to validate the research model. The results show that perceived competition has both positive and negative effects, perceived risk has no significant effect, curiosity only has a beneficial effect, and the four emotions play important mediation roles. This research unveils the internal effect mechanisms of psychological factors and emotions on continuance intention in the context of online learning. Springer Nature Singapore 2022-12-19 /pmc/articles/PMC9761650/ http://dx.doi.org/10.1007/s40299-022-00705-x Text en © De La Salle University 2022, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Regular Article Shanshan, Shang Wenfei, Lyv Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions |
title | Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions |
title_full | Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions |
title_fullStr | Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions |
title_full_unstemmed | Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions |
title_short | Continuance Intention to use MOOCs: The Effects of Psychological Stimuli and Emotions |
title_sort | continuance intention to use moocs: the effects of psychological stimuli and emotions |
topic | Regular Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9761650/ http://dx.doi.org/10.1007/s40299-022-00705-x |
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