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The Critical Factors of Student Performance in MOOCs for Sustainable Education: A Case of Chinese Universities

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  • Qin Yang

    (College of Economics, Jiaxing University, Jiaxing 314001, China)

  • Young-Chan Lee

    (Department of Business Administration, College of Management and Economics, Dongguk University, Gyeongju 38066, Korea)

Abstract

COVID-19 has drastically changed human life, both in the current era and, no doubt, in the years to come. One of the hot topics during this period is whether and how COVID-19 will change education patterns in the next few years. This study aimed to investigate the relationship between massive open online courses (MOOCs) and students’ learning performance. To that end, this study combined the gamification concept with the modified information systems (IS) success model and the expectation–confirmation model (ECM) for building a research model. We surveyed 586 students through an online survey and tested the hypotheses. The research results indicated that MOOCs’ information quality (IQ), system quality (SQ), and service quality (SEQ) had positive influences on the confirmation, which then affected MOOCs’ usefulness, satisfaction, and gamification. Students’ continued usage intention and course performance were positively influenced by usefulness and gamification. Students’ continued usage intention of MOOCs also positively affected course performance. The relationship between gamification and satisfaction, however, was not proved. The research results also showed that gamification, which was composed of entertainment, challenge, and social interaction, played a critical role in improving students’ continued usage intention of MOOCs and their course performance.

Suggested Citation

  • Qin Yang & Young-Chan Lee, 2021. "The Critical Factors of Student Performance in MOOCs for Sustainable Education: A Case of Chinese Universities," Sustainability, MDPI, vol. 13(14), pages 1-22, July.
  • Handle: RePEc:gam:jsusta:v:13:y:2021:i:14:p:8089-:d:597619
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    References listed on IDEAS

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    Cited by:

    1. Mengfan Li & Ting Wang & Wei Lu & Mengke Wang, 2022. "Optimizing the Systematic Characteristics of Online Learning Systems to Enhance the Continuance Intention of Chinese College Students," Sustainability, MDPI, vol. 14(18), pages 1-17, September.
    2. Marco Yamba-Yugsi & Lourdes Atiaja Atiaja & Sergio Luján-Mora & Jose Luis Eguia-Gomez, 2022. "Determinants of the Intention to Use MOOCs as a Complementary Tool: An Observational Study of Ecuadorian Teachers," Sustainability, MDPI, vol. 14(22), pages 1-11, November.
    3. Annchen Mielmann, 2021. "Being Innovative in Running an Online Food Research Project in Consumer Sciences during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(24), pages 1-22, December.
    4. Marikyan, Davit & Papagiannidis, Savvas & Rana, Omer F. & Ranjan, Rajiv & Morgan, Graham, 2022. "“Alexa, let’s talk about my productivity”: The impact of digital assistants on work productivity," Journal of Business Research, Elsevier, vol. 142(C), pages 572-584.
    5. Cecilia Temilola Olugbara & Moeketsi Letseka & Oludayo O. Olugbara, 2021. "Multiple Correspondence Analysis of Factors Influencing Student Acceptance of Massive Open Online Courses," Sustainability, MDPI, vol. 13(23), pages 1-21, December.

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