An Empirical Study on the Influencing Factors of K-12 students’ Online Learning Intention

Online learning intention is critical for K-12 students to remain engaged in online learning. This study employed structural equation modeling to investigate the potential factors that influence K-12 students’ online learning intention. A total of 831 valid questionnaires were collected from K-12 students in China participated in the survey. The findings reveal that: (1) perceived value has an exceptional impact on online learning intention, outweighing all other factors. (2) perceived ease of use and perceived usefulness of technology in online learning had a minor effect on students’ learning experiences and their online learning intention. This indicates that technology-related challenges are no longer insurmountable for online learning. (3) learning motivation has a positive indirect influence on online learning intention through perceived value. (4) teaching activities indirectly boost online learning intentions through Perceived Value. (5) teacher feedback has not been effectively utilized in online learning.