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Do Playfulness and University Support Facilitate the Adoption of Online Education in a Crisis? COVID-19 as a Case Study Based on the Technology Acceptance Model

Author

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  • Shaofeng Wang

    (Smart Learning Institute, Beijing Normal University, Beijing 100875, China
    School of Logistics and E-Commerce, Zhejiang Wanli University, Ningbo 315000, China)

  • Ahmed Tlili

    (Smart Learning Institute, Beijing Normal University, Beijing 100875, China)

  • Lixin Zhu

    (National Engineering Laboratory for Cyberlearning and Intelligent Technology, Beijing Normal University, Beijing 100082, China)

  • Junfeng Yang

    (School of Education, Hangzhou Normal University, Hangzhou 311121, China)

Abstract

A large number of universities worldwide are paying more and more attention to the application and exploration of online education. As the group with the most significant number of online education users, their participation attitude and participation intention directly determine the teaching performance of online education. This research will incorporate playfulness teaching and scenario variables that reflect the universities’ ability to respond to emergencies. Based on the technology acceptance model, this research proposes an integrated research model of online education participation intention to investigate university students’ online education participation intention to reveal the key factors and mechanisms that affect online education participation intention. A structural equation model of participation intention is constructed, and 342 valid samples are obtained by questionnaire survey. The empirical results of PLS-SEM show that: (1) students’ participation attitude positively affects their participation intention; (2) the perceived ease of use and usefulness positively affect their participation attitude, and the perceived usefulness and ease of use affect their participation intention through the complete mediation of participation attitude; (3) the perceived playfulness does not have a significant impact on participation attitude but has a positive impact on participation intention; (4) the innovative discovery university support positively moderates the relationship between participation attitude and intention during such emergencies. The research found that improving students’ attitudes toward participation, perceived ease of use, usefulness, playfulness, and strengthening university support are all helpful to optimize students’ participation intention in online education. At the same time, it also explored operability suggestions for improving the quality of online education and optimizing future education.

Suggested Citation

  • Shaofeng Wang & Ahmed Tlili & Lixin Zhu & Junfeng Yang, 2021. "Do Playfulness and University Support Facilitate the Adoption of Online Education in a Crisis? COVID-19 as a Case Study Based on the Technology Acceptance Model," Sustainability, MDPI, vol. 13(16), pages 1-16, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:16:p:9104-:d:614334
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    References listed on IDEAS

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    1. Selen Balkaya & Ulas Akkucuk, 2021. "Adoption and Use of Learning Management Systems in Education: The Role of Playfulness and Self-Management," Sustainability, MDPI, vol. 13(3), pages 1-27, January.
    2. Wahab Ali, 2020. "Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic," Higher Education Studies, Canadian Center of Science and Education, vol. 10(3), pages 1-16, September.
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    Cited by:

    1. Rubia Cobo-Rendon & Karla Lobos Peña & Javier Mella-Norambuena & Nataly Cisternas San Martin & Fernando Peña, 2021. "Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(21), pages 1-16, November.
    2. Shaofeng Wang & Gaojun Shi & Mingjie Lu & Ruyi Lin & Junfeng Yang, 2021. "Determinants of Active Online Learning in the Smart Learning Environment: An Empirical Study with PLS-SEM," Sustainability, MDPI, vol. 13(17), pages 1-19, September.
    3. Nurullah Aydın & Muhammed Fatih Sayır & Süleyman Aydeniz & Tacettin Şimşek, 2023. "How Did COVID-19 Change Faculty Members’ Use of Technology?," SAGE Open, , vol. 13(1), pages 21582440221, January.
    4. Masouda A. Gurban & Abeer S. Almogren, 2022. "Students’ Actual Use of E-Learning in Higher Education During the COVID-19 Pandemic," SAGE Open, , vol. 12(2), pages 21582440221, May.
    5. Ragad M. Tawafak & Waleed Mugahed Al-Rahmi & Abeer S. Almogren & Muhammad Noor Al Adwan & Amjad Safori & Razaz Waheeb Attar & Mohammed Habes, 2023. "Analysis of E-Learning System Use Using Combined TAM and ECT Factors," Sustainability, MDPI, vol. 15(14), pages 1-19, July.

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