Author:
Li Yang Min,Cheong Lee Keok
Abstract
This paper explores the impact of readiness and experience on online art education intentions among undergraduates in Guangxi, China. By integrating the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT), this study hypothesizes that higher levels of readiness and positive previous experiences significantly enhance students' intentions to engage in online art education. The paper further examines the synergistic effects of readiness and experience, proposing a comprehensive framework to understand their combined influence. The expected findings aim to contribute to theoretical advancements in online education models and offer practical insights for educators and policymakers to improve online art education strategies. The study also identifies critical research gaps and suggests directions for future studies to enhance the effectiveness and accessibility of online education in diverse contexts.
Publisher
Fayrel Management Services
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