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Determinants Affecting Satisfaction and Behavioral Intention Toward Blended Education Among Art and Design Undergraduates in Sichuan, China |
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| รหัสดีโอไอ | |
| Creator | Ruixi Zhou |
| Title | Determinants Affecting Satisfaction and Behavioral Intention Toward Blended Education Among Art and Design Undergraduates in Sichuan, China |
| Publisher | Assumption University Press |
| Publication Year | 2569 |
| Journal Title | AU-GSB e-Journal |
| Journal Vol. | 19 |
| Journal No. | 2 |
| Page no. | 28-37 |
| Keyword | Satisfaction, Behavioral Intention, Blended Education, Art Design, Undergraduates |
| URL Website | https://assumptionjournal.au.edu/index.php/AU-GSB/article/view/9328 |
| Website title | AU-GSB e-Journal |
| ISSN | 1906-3296 |
| Abstract | Purpose: This study applied a quantitative approach to examine factors influencing Satisfaction (SAT) and Behavioral Intention (BI) toward blended learning among undergraduate art design students using the Rain-Classroom Teaching System (RCTS) at Sichuan Conservatory of Music (SCM), China. Research design, data and methodology: A structured questionnaire was administered to a sample of 484 students using judgmental and quota sampling strategies. Confirmatory Factor Analysis (CFA) was used to validate construct reliability and convergent/discriminant validity, followed by Structural Equation Modeling (SEM) to assess causal relationships among constructs. Results: All six proposed hypotheses were supported. System Quality (SYQ) had the strongest effect on SAT (? = 0.616), while Effort Expectancy (EE) showed the most significant influence on BI (? = 0.408). Other factors, including Perceived Ease of Use (PEOU), Perceived Usefulness (PU), and Performance Expectancy (PE), also demonstrated meaningful contributions to the model. The overall explanatory power reached 49.4% for SAT and 34.9% for BI. Conclusions: The findings affirm the relevance of UTAUT-based constructs in creative education settings and underscore the importance of platform usability and workload clarity. The study offers theoretical insights and practical recommendations to enhance blended learning adoption in art and design disciplines through targeted instructional and system enhancements. |
