Research On The Influencing Factors Of College Students' Continuance Learning Intention

Online learning motivation is an important factor that guides students to learn and complete the learning activities,and maintains the learners' continuance learning intention in the online learning environment.Online learning interactions enable learners to connect new information with existing knowledge and experience,and to build new knowledge systems through analysis and integration.Interactive behavior can affect the quality of online learning,and thus enhance the learner's continuance learning intention.Existing research has confirmed that learning motivation and online learning interactions can influence learners' continuance learning intention,but they all adopt a variable-oriented research method that ignores the individual differences of learners.Individuals are considered as alternative,randomly selected data carriers,the focus of the analysis consists of variables.This study uses a person-oriented approach to explore the impact of learning motivation and interaction behavior on online continuance learning intention.The focus of this approach is on the individual providing the information,and the focus of the analysis shifts from variable to sample survey behavior.This study uses a revised scale to measure learning motivation,online learning interaction behavior and continuance learning intention,using person-oriented research methods and data analysis methods for latent profiles analysis,based on learning motivation and online learning interaction behavior to classify learners.Based on this,the influence of learning motivation differences and interaction behavior differences on the continuance learning intention is explored.The research conclusions are as follows:(1)Task value,performance expectation and result expectation can be used as indicators for classifying students according to learning motivation;student-student interaction,student-teacher interaction and student-content interaction can be used as indicators to classify students according to their interaction behavior.(2)Through latent profiles analysis(LPA),learners can be divided into four categories according to their motivations: passive learners,result learners,moderate learners,and active learners.(3)Through latent profiles analysis(LPA),learners can be divided into four categories based on interaction behavior: marginal learners,autonomous learners,introverted learners,and extroverted learners.(4)Learners with different types of learning motivation have significant differences in their continuance learning intention.Active learners have the highest continuance learning intention,moderate learners and result learners are second,and passive learners have the lowest intention to learn.Learners with different types of interactions have significant differences in their continuance learning intention.Extroverted learners have the highest continuance learning intention.Autonomous learners and introverted learners are the second,and marginal learners have the lowest continuance learning intention.(5)Learners with different genders,majors,and online learning experiences have no significant differences in their continuance learning intention.This study reveals the impact of learning motivation and online learning interactions on the continuance learning intention,and finds that the outcome expectation and the level of interaction between students and students have a greater impact on the continuance learning intention.The results of the study suggest that curriculum designers and platform builders should enhance the learning behavior in online learning by maintaining and enhancing learners' motivational levels in curriculum design and development.