UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Perpustakaan Tuanku Bainun |
| This study aims to examine how quality features (educational, service, technical system, and content/information quality), performance expectancy, effort expectancy, social influence, and facilitating conditions influence academic performance in Language MOOCs (LMOOCs), focusing on the mediating roles of satisfaction and continued intention among university students in Hohhot, Inner Mongolia, China. A mixed-method research design was employed. Quantitative data were collected from 665 university students through structured questionnaires, and qualitative data were gathered via focus group interviews. The quantitative data were analyzed using SPSS and SmartPLS, while NVivo was used for thematic analysis of qualitative responses. The study integrates the Unified Theory of Acceptance and Use of Technology (UTAUT) with the DeLone and McLean Information Systems (IS) Success Model to develop a comprehensive framework. Findings indicate that satisfaction and continued intention significantly mediate the relationships between quality-related and behavioral factors and students_ academic performance. Notably, content and service quality, along with performance expectancy and effort expectancy, were found to have strong indirect effects on academic performance through the mediators. Qualitative insights further revealed students' preferences for engaging, well-supported, and culturally relevant LMOOCs. This study contributes to both theory and practice. Theoretically, it expands the application of technology acceptance and IS success models in the underexplored context of LMOOCs in less-developed regions. Practically, it offers actionable insights for educators, policymakers, and instructional designers seeking to improve LMOOC design and enhance student performance through learner-centered, high-quality digital education environments._ _ Keywords: LMOOCs. UTAUT. ISS. Continued Intention. Satisfaction. E-learning Quality. Academic performance._ |
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