Understanding Continuous Use Intention of MOOCs -A Perspective from Subjective Task Value

DOI

10.2991/icsshe-18.2018.178How to use a DOI?

Keywords

MOOCs, continuance intention, subjective task value, achievement value, social isolation, anxiety

Abstract

Although MOOCs have developed rapidly in recent years, little is known about learner engagement. This paper integrates ECM and subjective task value to analyze the influencing factors of MOOCs users' intention to continue to use. A total of 294 learners participated in the survey. The research shows that the three factors of achievement value, intrinsic value and utility value in subjective task value theory have a significant positive impact on the learner's intention to use, and learners pay more attention to the practicality of the course. Second, user anxiety and risk of arbitrary learning have a significant negative impact on their continued intention to use, and social isolation and response delays have little effect on them. This study will help to explore the characteristics and success factors of MOOCs systems to help organizations reduce the risk of failure and overcome obstacles in the implementation of MOOCs.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Genfu Yang
PY  - 2018/09
DA  - 2018/09
TI  - Understanding Continuous Use Intention of MOOCs -A Perspective from Subjective Task Value
BT  - Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018)
PB  - Atlantis Press
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsshe-18.2018.178
DO  - 10.2991/icsshe-18.2018.178
ID  - Yang2018/09
ER  -