Drivers of Behavioral Intention to Adopt Hybrid Education of Undergraduates in Arts and Design's in Chengdu, China
DOI:
https://doi.org/10.14456/shserj.2023.27Keywords:
Hybrid Education, Higher Education, Self-Efficacy, Effort Expectancy, Behavioral IntentionAbstract
Purpose: The purpose of this study is to determine drivers of behavioral intention to use hybrid education of undergraduate students in Arts and Design in three universities in Chengdu, China. The conceptual framework contains perceived ease of use, perceived usefulness, performance expectancy, self-efficacy, effort expectancy, social influence, and behavioral intention. Research design, data, and methods: The researchers applied a quantitative study of questionnaire distribution to 500 participants. Sampling techniques involve judgmental sampling, quota sampling and convenience sampling. Before the data collection, Item Objective Congruence (IOC) Index and Cronbach’s Alpha reliability test were ensured. Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) are statistical methods used to measure goodness of fit, validity, reliability, and hypotheses testing. Results: Perceived ease of use has the strongest significant impact on both perceived usefulness and behavioral intention. Accordingly, behavioral intention is significantly impacted by self-efficacy, perceived usefulness, effort expectancy, performance expectance and social influence. Conclusion: All hypotheses are proven to meet this research objectives. Therefore, educators are recommended to maximize the effectiveness of hybrid teaching and learning, aiming to uplift students’ successful adoption and academic achievement.
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