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Factors Influencing Behavioral Intention to Use Online Chinese Painting Platforms: A Case Study of Masters Degree Students at Chongqing Academy of Fine Arts |
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| รหัสดีโอไอ | |
| Creator | Jihong Fu |
| Title | Factors Influencing Behavioral Intention to Use Online Chinese Painting Platforms: A Case Study of Masters Degree Students at Chongqing Academy of Fine Arts |
| Publisher | Assumption University Press |
| Publication Year | 2569 |
| Journal Title | The Scholar: Human Sciences |
| Journal Vol. | 18 |
| Journal No. | 2 |
| Page no. | 13-23 |
| Keyword | Behavioral Intention, Perceived Usefulness, Effort Expectancy, Attitude, Satisfaction |
| URL Website | https://assumptionjournal.au.edu/index.php/Scholar/article/view/8933 |
| Website title | The Scholar: Human Sciences |
| ISSN | 2586-9388 |
| Abstract | Purpose: This study aims to explore the key factors influencing the behavioral intentions of master's degree students at the Chongqing Academy of Fine Arts to use online platforms for learning Chinese painting and to analyze the critical factors of these intentions. The conceptual framework proposes that perceived ease of use, usefulness, self-efficacy, effort expectancy, attitude, social influence, and satisfaction, as independent variables, may impact students' behavioral intentions. Research design, data, and methodology: They employed quantitative techniques (n=100) to survey undergraduate art students from three universities, 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: The study revealed that perceived usefulness, effort expectancy, attitude, and satisfaction have a significant impact on students' behavioral intentions to use online platforms for learning Chinese painting, while perceived ease of use, self-efficacy, and social influence do not significantly affect behavioral intentions. Finally, the results of the paired-sample t-test for comparison demonstrated significant differences in perceived usefulness, effort expectancy, attitude, and satisfaction between the post-IDI and pre-IDI stages. Conclusions: This research identifies the key elements that affect students' willingness to use online learning tools and to implement an Intervention Design and Implementation (IDI) strategy to enhance the educational experience and outcomes. |
