Impact of Autonomous Motivation on College Students’ Continuous Intention to Use Chaoxing Platform toward Hybrid Learning Context: TAM-PCASS Model

Abstract

Hybrid learning integrates online instruction with in-person interaction, and the Chaoxing platform serves as an indispensable intermediary in higher education in China. The efficacy of hybrid learning hinges upon the learner's active engagement in the mobile technology educational process. Hence, this study integrates the technology acceptance model (TAM) with the perceived choice and awareness of self scale (PCASS) to develop a comprehensive model for assessing learners' continuous intention to use Chaoxing. The study identifies five constructs: perceived choice (PC), self-awareness (SA), perceived usefulness (PU), perceived ease of use (PEOU), and continuous intention to use (CI). 320 valid responses were obtained from undergraduate students at Jitang College, North China University of Science and Technology. The model's path coefficients are computed using SPSS and AMOS software. The empirical findings demonstrate that the two factors of autonomous motivation, specifically perceived choice and self-awareness, exert a substantial impact on continuous intention to use Chaoxing. Nevertheless, the importance of the perceived ease of use in relation to the continuous intention to use Chaoxing that of the perceived usefulness. This suggests that learners prioritize the information offered by the course. These findings can offer efficient pedagogical approaches for administrators and educators who can facilitate hybrid instruction using Chaoxing as a medium.