MOOCs持续使用意愿的元分析  

A Meta-Analysis of Continuance Intention to Use MOOCs

作　　者：吴冰[1] 刘心悦 

机构地区：[1]同济大学经济与管理学院,上海

出　　处：《社会科学前沿》2023年第10期5962-5969,共8页Advances in Social Sciences

摘　　要：研究采用元分析法,综合技术接受模型(TAM)和期望确认模型(ECM),同时纳入文化调节因素,构建研究模型,探究MOOCs持续使用意愿的影响因素。研究结果表明,首先,感知有用性、感知易用性、使用态度、满意度、内在动机和社会影响都直接正向影响MOOCs持续使用意愿,其中,满意度的影响最大;其次,期望确认可以分别通过满意度和感知有用性对MOOCs持续使用意愿产生正向影响,感知有用性和感知易用性都能通过使用态度对MOOCs持续使用意愿产生正向影响;第三,在个人主义文化中,感知有用性和使用态度对MOOCs持续使用意愿的影响更大。By using meta-analysis, on basis of extensively collecting empirical studies on the continuous use of MOOCs, this study integrated theories related to technology acceptance model (TAM) and expectation confirmation model (ECM), and included cultural adjustment factors to construct a comprehensive research model, so as to explore the influencing factors of the continuance intention to use MOOCs. The research results show that, firstly, perceived usefulness, perceived ease of use, attitude towards using MOOCs, satisfaction, intrinsic motivation and social influence all directly and positively affect the intention to continue using MOOCs, of which satisfaction has the greatest impact;secondly, expectation confirmation can indirectly have a positive impact on the continuance intention to use MOOCs through satisfaction and perceived usefulness respectively, and both perceived usefulness and perceived ease of use can have a positive impact on the continuance intention to use MOOCs through attitudes, thirdly, perceived usefulness and attitude towards using MOOCs have a greater impact on the continuance intention to use MOOCs in the individualistic culture when compared with collectivist culture.

关 键 词：元分析 MOOCs 持续使用 使用意愿 文化差异 

分 类 号：G63[文化科学—教育学]