The Critical Factors of Student Performance in MOOCs for Sustainable Education: A Case of Chinese Universities

Abstract

COVID-19 has drastically changed human life, both in the current era and, no doubt, in the years to come. One of the hot topics during this period is whether and how COVID-19 will change education patterns in the next few years. This study aimed to investigate the relationship between massive open online courses (MOOCs) and students’ learning performance. To that end, this study combined the gamification concept with the modified information systems (IS) success model and the expectation–confirmation model (ECM) for building a research model. We surveyed 586 students through an online survey and tested the hypotheses. The research results indicated that MOOCs’ information quality (IQ), system quality (SQ), and service quality (SEQ) had positive influences on the confirmation, which then affected MOOCs’ usefulness, satisfaction, and gamification. Students’ continued usage intention and course performance were positively influenced by usefulness and gamification. Students’ continued usage intention of MOOCs also positively affected course performance. The relationship between gamification and satisfaction, however, was not proved. The research results also showed that gamification, which was composed of entertainment, challenge, and social interaction, played a critical role in improving students’ continued usage intention of MOOCs and their course performance.