Factors Influencing Students’ Continuous Intentions for Using Micro-Lectures in the Post-COVID-19 Period: A Modification of the UTAUT-2 Approach

Abstract

Micro-lectures, i.e., short learning videos on a specific aspect of a topic, have become one of the most effective technology-based learning media approaches and were widely used during the COVID-19 pandemic. However, in the post-pandemic era starting from early 2022, as K-12 students have been allowed to resume going to school, it is necessary to evaluate students’ intentions to continuously use micro-lectures for learning mathematics. Therefore, this study aims to explore attitudes and continuous intentions of students towards the utilization of micro-lectures. To investigate students’ intentions of using micro-lectures, we utilized the unified theory of acceptance and use of technology (UTAUT-2). Data were collected from 321 junior high school students (14–17 years old) in Bandung, Indonesia, who used online classes and micro-lectures to learn mathematics during the pandemic. A structural equation model was also used to analyze the independent (performance expectancy, effort expectancy, social influence, facilitating condition, hedonic motivation, and habit) and dependent (attitude and continuous intention) variables. Furthermore, online questionnaires were used to obtain data on students’ attitudes and continuous intention to utilize micro-lectures in the post-COVID-19 era. The results suggested that effort expectancy (EE) and hedonic motivation (HM) had a significant effect on attitudes, whose correlation with habit also influenced the continuous intention during this post-pandemic period. Despite these results, the habit variable was found to be the factor most influencing continuous intention. These results provide information to teachers, schools, and the government to continuously increase the use of micro-lectures based on improving student learning performances in the post-pandemic era.

Self-regulated learning, online mathematics learning engagement, and perceived academic control among Chinese junior high school students during the COVID-19 pandemic: A latent profile analysis and mediation analysis

“…Second, protecting and enhancing students’ perceived academic control is another effective measure to increase students’ engagement in online learning. Schools should create an effective and appealing teaching platform for students ( Wijaya and Weinhandl, 2022 ), which can provide individuals with a stable online learning environment and effectively affect students’ academic control. It is important for mathematics teachers to guide students in developing a positive attribution style, setting course objectives at a level that is appropriate for students’ cognitive development and needs, and improving their ability to predict and influence academic success.…”

The Factors Influencing Chinese University Teachers’ Intentions for Using the Micro-Lecture in the Post COVID-19 Era

“…In this phase, scholars have reached a consensus and think the time of micro-lecture is no longer than 10 min, usually. For example, Wijaya and Weinhandl (2022) think the micro-lecture is a short, less than 10 min, video focusing on new knowledge and concept [ 23 ].…”

“…As the connotations, discussions and development of micro-lectures constantly deepen, micro-lecture research has gone through different development stages, but two points thereof are unchanged: (1) the micro-lecture is cored by micro-video [ 10 , 11 , 12 , 13 , 22 ]; (2) the time of the micro-lecture is shorter, and is generally less than 10 min [ 23 ]. Since this paper focuses on researching the use by teachers in universities of the micro-lecture, and exploring the use by teachers of the micro-lecture in the traditional teaching process and teaching reform, instead of the production of micro-online courses, the connotations of teaching processes are adopted.…”

“…With the rise of the internet, some scholars used TAM to measure the acceptance degree of the public of informationalized technologies such as social media [ 42 ], e-commerce [ 43 ] and digital publishing [ 44 ]. The micro-lecture is also a product relying on IT, since the production of its teaching video, communication and use of its online video need IT; thus, certain scholars applied the TAM and UTAUT to the acceptance of micro-lecture, for example, Wijaya and Weinhandl (2022) [ 23 ] used the UTAUT model to explore “Factors Influencing Students’ Continuous Intentions for Using Micro-Lectures in the Post-COVID-19 Period”, the results therefrom suggested that effort expectancy (EE) and hedonic motivation (HM) had significant effects on attitudes, whose correlation with habit also influenced the continuous intention during this post-pandemic period. Wijaya et al (2022) [ 45 ] used the UTAUT model to explore “Applying the UTAUT Model to Understand Factors Affecting Micro-Lecture Usage by Mathematics Teachers in China”, the results therefrom showed that BI (the behavioral intention) was positively affected by Performance Expectancy (PE), Effort Expectancy (EE) and Social Influence (SI).…”

Determinants of the Mobile Health Continuance Intention of Elders with Chronic Diseases: An Integrated Framework of ECM-ISC and UTAUT

“…It can effectively measure users’ adoption willingness and user behaviors. The validity of UTAUT is verified by research of different fields, such as building information modeling learning (Peng et al [ 28 ]), online purchasing (Beyari and Garamoun [ 29 ]) and micro-lectures (Wijaya and Weinhandl [ 30 ]). Though UTAUT is extensively adopted by scholars, this theory ignores the user behavioral intention after adoption.…”