期望确认理论的直播课堂持续使用意愿调查  

Influencing Factors of Continuance Intention in Live Classroom Based on Expectation Confirmation Theory

作　　者：龚兵丽 刘孙发[2,3,4] 谢彬 林志兴[2,3] 张武威[2,3] GONG Bingli;LIU Sunfa;XIE Bin;LIN Zhixing;ZHANG Wuwei(Office of Educational Administration,Sanming University,Sanming,Fujian 365004;Network Technology Center,Sanming University,Sanming,Fujian 365004;School of Information Engineering,Sanming University,Sanming,Fujian 365004;Faculty of Education,SEGi University,Kuala Lumpur 47300,Malaysia;Network Center,Wuyi University,Wuyishan,Fujian 354300)

机构地区：[1]三明学院教务处,福建三明365004 [2]三明学院网络技术中心,福建三明365004 [3]三明学院信息工程学院,福建三明365004 [4]世纪大学教育学院,马来西亚吉隆坡47300 [5]武夷学院网络中心,福建武夷山354300

出　　处：《武夷学院学报》2023年第6期103-109,共7页Journal of Wuyi University

基　　金：国家教育部教师函〔2021〕13号第二批人工智能助推教师队伍建设试点项目;全国教育科学“十三五”规划教育部重点课题(DCA160260);三明学院教育教学研究与改革项目(J2110311)。

摘　　要：探讨大学生持续使用直播课堂意愿的影响因素,基于期望确认理论构建感知学习支持、学习临场感、技术接受度、满意度、信息素养效能感影响使用意愿的研究模型。采用数理统计与回归分析方法对1119个样本数据进行分析。结果表明:感知学习支持正向影响学习临场感与技术接受度,技术接受度正向影响满意度与使用意愿,满意度正向影响使用意愿,学习临场感负向影响满意度;信息素养效能感起部分调节作用。研究为促进直播课堂进一步发展提供参考依据。To explore the factors influence colleges students'willingness to continue live classes.Based on the expectation confirmation theory,a research model was constructed in which perceived learning support,learning presence,technology acceptance,satisfaction,and information literacy efficacy influenced continuance intention.The results of 1119 samples analyzed by statistical and regression methods,showed that perceived learning support positively influenced learning presence and technology acceptance,technology acceptance positively influenced satisfaction and continuance intention,satisfaction positively influenced continuance intention,and learning presence negatively influenced satisfaction;information literacy efficacy partially moderated the effect.The study provides a reference to facilitate further development of the live classroom.

关 键 词：直播课堂 期望确认理论 技术接受度 使用意愿 满意度 

分 类 号：G434[文化科学—教育学]