ArticlePloS one2022
Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China.
Article in PloS one, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Research on factors influencing teaching staff's continued use intention of AIGC tools: based on structural equation modeling and artificial neural networks.Scientific reports · 2026Article
- Continuance intention to use mobile learning among college students: integrating quality factors and the expectation confirmation model.Scientific reports · 2026Article
- Associations between AI literacy and learning engagement in smart classrooms: the chain mediating roles of self-efficacy and learning satisfaction.Frontiers in psychology · 2026Article
- Article
- AI performance assessment in blended learning: mechanisms and effects on students' continuous learning motivation.Frontiers in psychology · 2024Article
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2 authors.
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Abstract
backgroundBlended learning in DESEC only started after the introduction of the internet in recent 5 years. However, there is still no research paying attention to this region, because the area is remote and research subjects are not easily accessible. This article has potential application value in helping the government and educational institutions to make decisions on blended learning strategies supporting poverty alleviation through education in poor and remote areas and ethnic region. The study will be the first to examine satisfaction and continuance intention of blended learning in the DESEC.
objectiveTo identify junior high students' perception of satisfaction and continuance intention for blended learning in DESEC. To identify the strongest factors affecting junior high students' satisfaction and continuance intention of blended learning in DESEC.
methodsA subsample of 635 junior high students participated online survey with consent of their parents verbally in computer room in schools under teacher's instruction. Data was coded and analyzed to generate descriptive statistics and inferential statistics. Structural equation model was used to evaluate the model of satisfaction and continuance intention of blended learning.
resultsThe level for evaluating students' agreement on each of item were interpreted "agree" (3.76-3.89). The model explained variances (R2) of Continuance Intention, Satisfaction and Perceived usefulness were 0.665,0.766,0.718 respectively. Information quality, self-efficacy and confirmation directly and indirectly contribute to junior high students' satisfaction with blended learning, which further confirmed their continuance intention of blended learning.
conclusionInformation quality was the strongest factor affecting the junior high students' continuance intention of using blended learning, while confirmation was the strongest factor affecting the junior high students' satisfaction of using blended learning in DESEC. Junior high students do not have a strong and distinct perception on satisfaction and continuance intention for blended learning in DESEC.
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