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Exploring the User Acceptance of Online Interactive Mechanisms for Live-Streamed Teaching in Higher Education Institutions

Author

Listed:
  • Yaxi Huang

    (School of Art and Design, Guangdong University of Technology, Guangzhou 510090, China)

  • Li Pan

    (School of Art and Design, Guangdong University of Technology, Guangzhou 510090, China)

  • Yiran Wang

    (School of Art and Design, Guangdong University of Technology, Guangzhou 510090, China)

  • Ziting Yan

    (School of Art and Design, Guangdong University of Technology, Guangzhou 510090, China)

  • Yifei Chen

    (School of Art and Design, Guangdong University of Technology, Guangzhou 510090, China)

  • Xin Hao

    (School of Art and Design, Guangdong University of Technology, Guangzhou 510090, China)

  • Tiansheng Xia

    (School of Art and Design, Guangdong University of Technology, Guangzhou 510090, China)

Abstract

With the advancement of technology and the development of society, live-streamed teaching, characterized by real-time interaction between teachers and students, has emerged as a new form of online education and has rapidly evolved in practice. However, in online live-streamed teaching, there are still various issues, such as insufficient teacher–student interaction and interactive functionalities, that fail to meet learners’ needs. These issues impact the efficiency and user experience of online live-streamed teaching. Currently, scholars mostly examine these issues from the perspective of online teaching system design, paying less attention to exploring the interactive mechanisms from the point of view of user perception. Within the context of Chinese education, based on the technology acceptance model, this study investigated student personality traits, interactive motivations, and platform interactive functionalities, and the aim of this study was to explore the influencing factors and mechanisms of online live-streamed teaching interactions. A total of 281 university students participated in the survey, and the results indicated that the platform’s interactive functionalities significantly and positively predicted perceived usability and perceived ease of use. Moreover, the students’ personality traits significantly and positively predicted interaction motivations and usage attitudes. Furthermore, usage attitudes significantly and positively predicted interactive behavior. A mediation analysis revealed that perceived usability and perceived ease of use mediated the relationship between the platform’s interactive functionalities and usage attitudes. Additionally, interaction motivations mediated the relationship between the students’ personality traits and interactive behavior. We discuss the potential implications and practical significance of the current research findings. The results of this study offer viable strategies for enhancing current online educational practices, aiding educational designers in order to better organize and promote online educational interactions to elevate student engagement and advance the sustainable development of digital education.

Suggested Citation

  • Yaxi Huang & Li Pan & Yiran Wang & Ziting Yan & Yifei Chen & Xin Hao & Tiansheng Xia, 2023. "Exploring the User Acceptance of Online Interactive Mechanisms for Live-Streamed Teaching in Higher Education Institutions," Sustainability, MDPI, vol. 15(18), pages 1-15, September.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:18:p:13529-:d:1236836
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    References listed on IDEAS

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    1. Bernard Burnes, 2004. "Kurt Lewin and the Planned Approach to Change: A Re‐appraisal," Journal of Management Studies, Wiley Blackwell, vol. 41(6), pages 977-1002, September.
    2. Viswanath Venkatesh & Fred D. Davis, 2000. "A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies," Management Science, INFORMS, vol. 46(2), pages 186-204, February.
    3. Fred D. Davis & Richard P. Bagozzi & Paul R. Warshaw, 1989. "User Acceptance of Computer Technology: A Comparison of Two Theoretical Models," Management Science, INFORMS, vol. 35(8), pages 982-1003, August.
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    1. Dusanka Boskovic & Dzenana Husremovic & Merima Muslic & Amra Kapo, 2023. "Teachers and Students as Promoters or Repressors of Sustainable Education: Navigating the Blended Learning Landscape," Sustainability, MDPI, vol. 15(24), pages 1-12, December.

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