Online learning has captured much attention, while given for high dropout rate, continuance of MOOCs is now a most concerned critical topic in both research and practical field. From teaching-based quality and platform-based quality perspectives, this study aims to investigate the impact of quality elements on continuance intention based on Expectation Confirmation Model, Task Technology Fit, flow theory and trust. We conducted our research through online questionnaire from July to September in 2020 and collected 555 valid responses which were mainly from university students who had already participated in MOOCs. A Partial Least Square Structural Equation Model approach is employed to test the research model. The results show that teaching-based quality will increase both students’ task technology fit and confirmation, and platform-based quality can improve the confirmation and perceived value about learning in MOOCs. Task technology fit, confirmation and perceived value will further facilitate the using experience and enhance trust and satisfaction. This research comprehensively illustrates the importance of quality relevant to teaching and platforms on continuance intention of MOOCs.

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This study investigates the impact of psychological stimuli on students’ continuance intention to use massive open online courses (MOOCs), through the mediation effects of emotions under a stimulus-organism-response framework. Perceived competition, perceived risk, and curiosity are the psychological stimuli. Four emotions (happiness, interest, sadness, and anxiety), enjoyment, and stress are considered as the organism. Continuance intention to use MOOCs for learning is the response. To test the hypotheses empirically, 574 valid responses were collected from individuals who claimed that they had learning experience on the Chinese University MOOC. This is a well-known, official online learning platform supported by the Chinese Education Ministry and has the largest number of active MOOC users in China. The study employs partial least squares structural equation modeling to validate the research model. The results show that perceived competition has both positive and negative effects, perceived risk has no significant effect, curiosity only has a beneficial effect, and the four emotions play important mediation roles. This research unveils the internal effect mechanisms of psychological factors and emotions on continuance intention in the context of online learning.

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