English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In response to the COVID-19 pandemic, the emergency policy for online learning at home has been launched in China. Live video, prerecorded video, and their combination are the three main video learning modes. Parental involvement emerges as a unique factor that may influence online learning effects. Students’ behaviors such as interaction, engagement may vary from traditional online learning context due to multiple reasons. Hence, the previous acceptance models are not applicable. In this paper, by modifying and extending the Expectation Confirmation Model, a unified acceptance and continuance intention model (UACIM) is proposed to explore the factors affecting students online learning continuance intention. Confirmation is omitted for the lack of a priori knowledge. Perceived ease of use is included as the factor assessing technology performance. Parental involvement, interaction, and students’ engagement are considered as external variables. The hypotheses are validated by the data collected from 306,139 students from Grade 4 to Grade 9 in Hubei Province, China. The results of structural equation modeling reveal that all variables are significant in explaining continuance intention, which indicates the vital roles of the external factors. Some negative correlations are found with suggestions that practitioners should be prudent when implementing interactions as well as offering individualized instructional designs. Furthermore, three video learning modes are found to be successful. The most preferable way is the hybrid mode with the most interactions, engagement, strongest satisfaction, perceived usefulness, and continuance intention. There are significant differences among three groups for most paths. Therefore, appropriate interventions can be devised to enhance learning effects and continuance intention when utilizing different video learning.

international journal of human–computer interaction

Understanding Learner Continuance Intention: A Comparison of Live Video Learning, Pre-Recorded Video Learning and Hybrid Video Learning in COVID-19 Pandemic