Influencing Factors Of Behavioral Intention and Use Behavior of Online Learning Platforms Among Public College Students in Chengdu, Sichuan Province, China
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Purpose: The rapid development of Internet technology and the rapid popularization of mobile terminals have promoted the vigorous development of online education. Based on the theory of technology acceptance models, his study highlights the factors influencing the behavioral intention and use behavior of Chinese public vocational school students to use online learning platforms. In this framework, the researchers examined social influence, perceived usefulness, perceived ease of use, attitudes, subjective norms, and the relationship between perceived behavioral control and behavioral intention and use behavior. Research design, data, and methodology: This quantitative study employed 500 vocational school students who have been using online learning platforms in Chengdu, Sichuan Province, China. The sampling techniques involve purposive and convenience sampling. IOC validation ensured the content validity and the pilot test (n=30) with Cronbach’s alpha reliability (CA) test results were approved. Statistical analyses were conducted by confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: The results showed that social influence, perceived ease of use, perceived usefulness, subjective norms, perceived behavioral control, attitude significantly influence behavioral intention, and usage behavior. Conclusions: Finally, relevant suggestions are made for the improvement and development of online learning platforms in order to increase students’ willingness to use them.
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