|
Examining the Key Drivers of Art Major Undergraduates Adoption of Drawing Software for Painting Education in Chongqing, China |
|---|---|
| รหัสดีโอไอ | |
| Creator | Hu Binbin |
| Title | Examining the Key Drivers of Art Major Undergraduates Adoption of Drawing Software for Painting Education in Chongqing, China |
| Publisher | Assumption University Press |
| Publication Year | 2569 |
| Journal Title | The Scholar: Human Sciences |
| Journal Vol. | 18 |
| Journal No. | 1 |
| Page no. | 106-116 |
| Keyword | Leadership, Emotion, Commitment, Knowledge, Climate, Loyalty, Performance |
| URL Website | https://assumptionjournal.au.edu/index.php/Scholar/article/view/8579 |
| Website title | The Scholar: Human Sciences |
| ISSN | 2586-9388 |
| Abstract | Purpose: This study aims to explore the behavioral intentions of art undergraduate students in Chongqing, China, when using drawing software to learn painting and to analyze the key factors influencing these intentions. The conceptual framework proposes that perceived enjoyment, perceived ease of use, perceived usefulness, satisfaction, self-efficacy, effort expectancy, and attitude influence behavioral intentions. Research design, data, and methodology: The research employed the Index of Item-Objective Congruence (IOC) for validity and a Cronbach's Alpha in a pilot test (n=50) for reliability. They employed quantitative techniques (n=100) to survey undergraduate art students from three universities. The 102 validated questionnaires were recovered using multiple linear regression analysis to verify the significant relationship between variables. Following this, 30 students underwent a 20-week Intervention Design Implementation (IDI). Afterward, the quantitative results from post-IDI and pre-IDI were analyzed in the paired-sample t-test for comparison. Results: In multiple linear regression, the study revealed that perceived enjoyment, self-efficacy, effort expectancy, and attitude have a significantly positive impact on students' behavioral intentions to use drawing software for learning painting, while the impacts of perceived ease of use, perceived usefulness and satisfaction are not significant. Through the Intervention Design and Implementation (IDI), these psychological factors of the students were significantly enhanced, thereby strengthening their intentions to use drawing software. Conclusions: By integrating these elements into the curriculum and pedagogical strategies, educators can foster a more positive and effective learning environment that embraces digital tools for artistic expression and skill development. |
