Author:
Liu Liqiong,Ye Pinghao,Tan Joseph
Abstract
IntroductionIn today’s digital economy, data resources have gained strategic recognition. Enterprises view data analytic capabilities as a core organizational competitiveness. This study explored factors influencing college students’ continuance learning intention in data analysis technology courses to inform the role of self-efficacy on the relationship between interactivity and continuance learning intention.MethodsThe research model underpinning the study was based on the Stimulus-Organism-Response model and flow theory. The model was validated using SmartPLS. A total of 314 valid questionnaires were collected via the standard online survey approach.ResultsAmong internal factors, study results showed both cognitive interest and self-efficacy had significant positive effects on continuance learning intention. Also, cognitive interest had a significant positive effect on self-efficacy. Among external stimuli, content quality, software quality, and interactivity had significant positive effects on self-efficacy. Software quality did not have a significant effect on cognitive interest. Importantly, self-efficacy registered a significant moderating role on the relationship between interactivity and continuance learning intention.
Reference67 articles.
1. Parental involvement, interest in schooling and school environment as predictors of academic self-efficacy;Adeyemo;Electron. J. Res. Educ. Psychol.,2005
2. Predicting students’ intention to continue business courses on online platforms during the COVID-19: an extended expectation confirmation theory;Alam;Int. J. Manag. Educ.,2022
3. An empirical analysis of the antecedents of electronic commerce service continuance;Bhattacherjee;Decis. Support. Syst.
4. Understanding information systems continuance: an expectation-confirmation model;Bhattacherjee;MIS Q.
5. A study of Chinese learners' willingness to learn live courses based on technology acceptance model;Cai;Lang. Teach. Linguist. Stud.,2022