What drives art education massive open online courses continuance intention? Exploring determinants from value–software–hardware–design perspective

Abstract

ABSTRACT Massive open online courses (MOOC) have become important in the learning process and have been adopted in higher education, especially during the COVID-19 pandemic. However, few studies investigated MOOC continuance intention (CI) for arts disciplines. Thus, an integrated framework was proposed based on the expectation–confirmation model (ECM) and value–software–hardware–design system perception framework, focusing on the exploration of the potential factors of MOOC CI for art education taking music education as the context. A questionnaire-type survey was used, and responses from university students were analyzed using partial least squares structural equation modeling. The findings reveal that perceived music familiarity (PMF), perceived emotional value (PEV), and perceived user interface design (PUID) positively influence music MOOC CI. In addition, expectation–confirmation factors (i.e. confirmation, perceived usefulness of individual learning, and satisfaction) not only considerably affect CI but also play partially mediating roles between music MOOC CI and perception factors (i.e. PMF, PEV, and PUID). Accordingly, the ECM is extended in the music MOOC context. Moreover, the results reveal that personality traits fail to moderate CI, which denotes no significant difference across groups. The findings present several implications for researchers and practitioners in the MOOC, music and arts education, and learning system design in the context of higher education.