Examining the Impact of Fragmented Learning on Education: Empirical Evidence from SOR Theory Analysis

DOI

10.2991/978-2-38476-214-9_60How to use a DOI?

Keywords

fragmented learning; short videos; S-O-R theory; continuance intention

Abstract

In recent years, the integration of technology and education has led to the emergence of a highly fragmented, flexible, and ubiquitous learning environment. Concurrently, the popularity of short videos has presented an opportunity to explore their potential for fragmented learning. This study aims to investigate the impact of several factors, including system quality, information quality, metacognition, perceived autonomy, perceived usefulness, motivation, and learning engagement, on fragmented learning among college students. A survey questionnaire was distributed to 297 college students, and a continuous intention model, based on the Stimulus-Organism-Response (S-O-R) theory, was constructed to analyze the factors influencing students’ intent to continue using short videos for learning purposes. We conducted empirical research by using SPSS and AMOS software. The findings indicate that perceived usefulness, learning motivation, and learning input significantly influence continued intention, with learning input having the greatest impact. Moreover, system quality, information quality, metacognition, and perceived autonomy significantly affect perceived usefulness, motivation, and learning engagement, respectively. Among these factors, metacognition exerts the most significant influence on perceived usefulness, learning motivation, and learning engagement. This paper provides valuable insights and guidance for developing educational functions for short videos.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Jinqiao Zhou
AU  - Chengning Fang
PY  - 2024
DA  - 2024/02/21
TI  - Examining the Impact of Fragmented Learning on Education: Empirical Evidence from SOR Theory Analysis
BT  - Proceedings of the 3rd International Conference on Education, Language and Art (ICELA 2023)
PB  - Atlantis Press
SP  - 493
EP  - 506
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-214-9_60
DO  - 10.2991/978-2-38476-214-9_60
ID  - Zhou2024
ER  -