Continuance Intention Mechanism of Middle School Student Users on Online Learning Platform Based on Qualitative Comparative Analysis Method

The research on the users’ continuance intention behavior of online learning platforms is not a new topic. In the past, more studies were conducted on users of MOOC online learning platforms, which are based on symmetric causality. This study adopts the qualitative comparison analysis method to buil...

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Bibliographic Details
Published in:Mathematical problems in engineering 2022-03, Vol.2022, p.1-12
Main Authors: Chen, Guomin, Chen, Pengrun, Huang, Wenxia, Zhai, Jie
Format: Article
Language:English
Subjects:
Cognitive style
Comparative analysis
Configurations
Distance learning
Employees
Families & family life
Fuzzy sets
Information technology
Inquiry method
Middle school students
Middle schools
Online instruction
Parents & parenting
Participation
Platforms
Qualitative analysis
Students
Teachers
Teaching methods
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Summary:The research on the users’ continuance intention behavior of online learning platforms is not a new topic. In the past, more studies were conducted on users of MOOC online learning platforms, which are based on symmetric causality. This study adopts the qualitative comparison analysis method to build configuration model by combining platforms, students, parents, teachers (4 level seven elements) with middle school students’ continuance intention. The configuration analysis identifies the user’ retention path of middle school students on online learning platform under the collaborative influence of multi-level elements, summarizes the online learning platform of continuance intention mechanism and implementation path for middle school students and reveals that the users of online learning platform for middle school students keep clear of the mechanism of action and realistic choice. In the end, the user retention mechanism of middle school students’ online learning platform is summarized, including platform quality orientation, platform interaction orientation, and “parent-teacher” dual drive.
ISSN:1024-123X
1563-5147
DOI:10.1155/2022/3215337