Examining Students’ Behavioral Intention and Actual Usage Of Mixed Painting Education: A Case of an Art School in Chengdu, China
DOI:
https://doi.org/10.14456/shserj.2024.73Keywords:
Perceived Usefulness, Perceived Ease of Use, Attitude, Social Influence, Behavioral IntentionAbstract
Purpose: This research delves into the determinants influencing students' behavioral intention and actual usage of mixed painting education in the city of Chengdu, China. The conceptual framework employed for this investigation encompasses several key factors: perceived ease of use, perceived usefulness, attitude, social influence, facilitation conditions, behavioral intention, and actual usage. Research Design, Data, and Methodology: The researcher focused on 500 respondents of 6-8-year-old primary school students and their parents. When gathering data and administering surveys, the employed sampling techniques include purposive sampling, quota sampling, and convenience sampling. Prior to data collection, a pilot test involving 50 participants was conducted to assess the index of item-objective congruence (IOC) and Cronbach's Alpha. Subsequently, data analysis was conducted using structural equation modeling (SEM) and confirmatory factor analysis (CFA) to evaluate model fit, reliability, and validity. Results: The impact of perceived ease of use on perceived usefulness is substantial. Both perceived usefulness and perceived ease of use have a significant influence on attitude. Furthermore, perceived usefulness, perceived ease of use, social influence, and facilitating conditions collectively exert a significant influence on behavioral intention. Ultimately, behavioral intention emerges as a key driver of actual usage. Conclusion: These insights are crucial market information that training institution managers need to understand.
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