在线教学平台交互性、体验价值和持续使用意愿的关系研究——一个有调节的中介效应

摘要/Abstract

摘要： 本文基于交互影响距离理论，以功能体验和情感体验为中介变量，学生学习自主性为调节变量，构建在线教学平台的交互性对平台持续使用意愿的影响结构方程模型，运用AMOS 23分析研究发现:在线教学平台交互性通过功能体验和情感体验的完全中介作用显著正向影响平台的持续使用意愿；学习自主性显著正向调节交互性与功能体验、功能体验与情感体验的关系；学习自主性调节功能体验在交互性和情感体验之间的中介效应，即学习自主性越强，功能体验在其中的中介作用越强。本研究丰富了在线教学平台持续使用意愿的研究框架，为改善在线教学行为和教学平台设计提供指导。

关键词: 在线教学平台, 交互性, 持续使用意愿, 体验价值, 学习自主性

Abstract: Based on the interaction distance theory,this paper sets the functional experience and emotional experience as the mediating variables and the students' learning autonomy as the moderating variable.A structural equation model of the influence of interaction of online teaching platform on user stickiness of a platform is established.An analysis based on the use of AMOS 23 show that:interactive activities on an online teaching platform have a significant positive impact on user stickiness through the full mediation of functional experience and emotional experience;learning autonomy significantly adjusts,in a positive way,the relationship among interaction and functional experience,functional experience and emotional experience;learning autonomy has a mediating effect on interaction and emotional experience,namely,the stronger the learning autonomy,the more significant mediating role functional experience plays in it.This study enriches the research framework of user stickiness to online teaching platform and provides guidance for improving online teaching behavior and teaching platform design.

Key words: online teaching platform, interaction, user stickiness, experience value, learning autonomy

熊强, 李文元, 陈晓燕, 李治文. 在线教学平台交互性、体验价值和持续使用意愿的关系研究——一个有调节的中介效应[J]. 管理评论, 2022, 34(6): 153-161.

Xiong Qiang, Li Wenyuan, Chen Xiaoyan, Li Zhiwen. Research on the Relationship among Interaction, Experience Value and User Stickiness of Online Teaching Platform：A Moderated Mediation Effect Model[J]. Management Review, 2022, 34(6): 153-161.

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