Abstract
A large number of universities worldwide are paying more and more attention to the application and exploration of online education. As the group with the most significant number of online education users, their participation attitude and participation intention directly determine the teaching performance of online education. This research will incorporate playfulness teaching and scenario variables that reflect the universities’ ability to respond to emergencies. Based on the technology acceptance model, this research proposes an integrated research model of online education participation intention to investigate university students’ online education participation intention to reveal the key factors and mechanisms that affect online education participation intention. A structural equation model of participation intention is constructed, and 342 valid samples are obtained by questionnaire survey. The empirical results of PLS-SEM show that: (1) students’ participation attitude positively affects their participation intention; (2) the perceived ease of use and usefulness positively affect their participation attitude, and the perceived usefulness and ease of use affect their participation intention through the complete mediation of participation attitude; (3) the perceived playfulness does not have a significant impact on participation attitude but has a positive impact on participation intention; (4) the innovative discovery university support positively moderates the relationship between participation attitude and intention during such emergencies. The research found that improving students’ attitudes toward participation, perceived ease of use, usefulness, playfulness, and strengthening university support are all helpful to optimize students’ participation intention in online education. At the same time, it also explored operability suggestions for improving the quality of online education and optimizing future education.
Highlights
The COVID-19 pandemic has deeply affected education, as over 1.59 billion students could not go back to school [1]
While massive research studies have been published during the COVID-19 pandemic, most of them focused on the advantages and challenges of remote/online education [5,6,10,11] without paying too much attention to what facilitates the adoption of online education in crises which could enhance the adoption of online education in the future and in emergencies where no other options could be found
This study identified Perceived Playfulness (PP) as the pleasure and interest of university students participating in online education
Summary
The COVID-19 pandemic has deeply affected education, as over 1.59 billion students could not go back to school [1]. To cope with school closures and maintain education from home, several universities worldwide have shifted from face-to-face to remote teaching. Hodges et al [2] defined remote teaching as “a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances. It involves the use of fully remote teaching solutions for instruction or education that would otherwise be delivered face-to-face or as blended or hybrid courses, and that will return to that format once the crisis or emergency has abated”. Sustainability 2021, 13, 9104 courses in this exceptional pandemic and during the post-pandemic period and negatively affected their perception of online education.
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