Abstract
The study aims to probe the roles of learning desire and persistence in influencing Gen Z learners' continuance intention of using YouTube for learning in digital learning context. Building upon prior research, a research framework with 10 hypotheses was proposed and empirically tested by using Partial Least Squares Structure Equation Modelling (PLS-SEM) to analyze the data collected from 361 Gen Z learners. The empirical study results reveal that learners' perceived hedonic value has significantly positive effect on both learning desire and persistence. Also, learners' perceived utilitarian value has significantly positive effect on both learning desire and persistence. Learning desire is found to have positive impact on persistence. Furthermore, both learning desire and persistence have significantly positive effect on satisfaction, with learning desire exerting a greater influence. Moreover, both learning desire and learning satisfaction positively affect learners' continuance learning intention. The validated framework and findings can serve as the reference for educators and online learning platforms in designing courses and formulating teaching strategies in the context of leveraging YouTube for digital learning, so as to enhance learners' continuance learning intention.
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This study was partly supported by the Ministry of Education (Taiwan) under the award number PBM1101202 and PBM1110183.
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Jang, YT., Chiang, IT. Incorporating desire and persistence into understanding Gen Z learners’ continuance intention toward using Youtube for learning in digital learning context. Educ Inf Technol (2023). https://doi.org/10.1007/s10639-023-12202-9
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DOI: https://doi.org/10.1007/s10639-023-12202-9