The effects of appearance and organization and information architecture on the continued intention to use MOOCs
This study assesses the effects of several factors related to appearance, organization and information architecture on the continued intention to use Massive Open Online Courses (MOOCs). The theoretical framework used was the Stimulus-Organism-response (SOR). This model postulates some intermediate...
| Autores: | ; ; ; ; |
|---|---|
| Tipo de documento: | Artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Oviedo (UNIOVI) |
| Repositorio: | RUO. Repositorio Institucional de la Universidad de Oviedo |
| Lenguaje: | Inglés |
| OAI Identifier: | oai:digibuo.uniovi.es:10651/78915 |
| Acceso en línea: | https://hdl.handle.net/10651/78915 https://dx.doi.org/10.1007/s10209-025-01190-x |
| Nivel de acceso: | Acceso abierto |
| Palabra clave: | MOOCs eLearning Human-Computer Interaction |
| _version_ | 1878739254637494272 |
|---|---|
| author | Faisal, C. M. N. |
| author2 | Younas, Aisha Andrés Suárez, Javier|||0000-0001-6887-4087 Fernández Lanvin, Daniel González Rodríguez, Bernardo Martín |
| author2_role | author author author author |
| author_browse | Andrés Suárez, Javier|||0000-0001-6887-4087 Faisal, C. M. N. Fernández Lanvin, Daniel González Rodríguez, Bernardo Martín Younas, Aisha |
| author_facet | Faisal, C. M. N. Younas, Aisha Andrés Suárez, Javier|||0000-0001-6887-4087 Fernández Lanvin, Daniel González Rodríguez, Bernardo Martín |
| author_role | author |
| collection | RUO. Repositorio Institucional de la Universidad de Oviedo |
| description | This study assesses the effects of several factors related to appearance, organization and information architecture on the continued intention to use Massive Open Online Courses (MOOCs). The theoretical framework used was the Stimulus-Organism-response (SOR). This model postulates some intermediate constructs associated with cognitive absorption, which are temporal dissociation, focused immersion, and curiosity. The sample in this study was formed by 533 students from different universities who voluntarily accepted to participate in the experiment. An application MOOC prototype was created to collect data from participants and used to validate the proposed research model and hypotheses. An assessment questionnaire based on prior related research was established to corroborate the planned relationships. The partial least squares method was used to analyze the collected data. It was found that the design characteristics increased the level of curiosity and immersed participants in the learning environment, causing them to lose their sense of time and develop a sense of temporal dissociation. Subsequently, these constructs evidenced a significant and positive effect on the continued intention to use. This study aims to draw the attention of e-learning service providers to learners’ perceptions of learning resources. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ES_bdfe1705c013b7a4275d4d1bc6e8f8e4 |
| institution | Universidad de Oviedo (UNIOVI) |
| instname_str | Universidad de Oviedo (UNIOVI) |
| language | eng |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:digibuo.uniovi.es:10651/78915 |
| publishDate | 2025 |
| publishDateSort | 2025 |
| publisher | Springer |
| publisherStr | Springer |
| reponame_str | RUO. Repositorio Institucional de la Universidad de Oviedo |
| spelling | The effects of appearance and organization and information architecture on the continued intention to use MOOCs Faisal, C. M. N. Younas, Aisha Andrés Suárez, Javier|||0000-0001-6887-4087 Fernández Lanvin, Daniel González Rodríguez, Bernardo Martín MOOCs eLearning Human-Computer Interaction This study assesses the effects of several factors related to appearance, organization and information architecture on the continued intention to use Massive Open Online Courses (MOOCs). The theoretical framework used was the Stimulus-Organism-response (SOR). This model postulates some intermediate constructs associated with cognitive absorption, which are temporal dissociation, focused immersion, and curiosity. The sample in this study was formed by 533 students from different universities who voluntarily accepted to participate in the experiment. An application MOOC prototype was created to collect data from participants and used to validate the proposed research model and hypotheses. An assessment questionnaire based on prior related research was established to corroborate the planned relationships. The partial least squares method was used to analyze the collected data. It was found that the design characteristics increased the level of curiosity and immersed participants in the learning environment, causing them to lose their sense of time and develop a sense of temporal dissociation. Subsequently, these constructs evidenced a significant and positive effect on the continued intention to use. This study aims to draw the attention of e-learning service providers to learners’ perceptions of learning resources. Funding This work has been partially funded by Italy’s Ministry of Universities and Research (CNR, AR Prog. 01.73 Sept. INF/01 DR n.3916, 28/10/2022) and the Government of the Principality of Asturias, with support from the European Regional Development Fund (ERDF) under project GRU-GIC-24-070. Additional funding was provided by the University of Oviedo through its support for official research groups (PAPI-24-GR-REFLECTION). Springer https://hdl.handle.net/10651/78915 https://dx.doi.org/10.1007/s10209-025-01190-x |
| spellingShingle | The effects of appearance and organization and information architecture on the continued intention to use MOOCs Faisal, C. M. N. MOOCs eLearning Human-Computer Interaction |
| title | The effects of appearance and organization and information architecture on the continued intention to use MOOCs |
| title_full | The effects of appearance and organization and information architecture on the continued intention to use MOOCs |
| title_fullStr | The effects of appearance and organization and information architecture on the continued intention to use MOOCs |
| title_full_unstemmed | The effects of appearance and organization and information architecture on the continued intention to use MOOCs |
| title_short | The effects of appearance and organization and information architecture on the continued intention to use MOOCs |
| title_sort | The effects of appearance and organization and information architecture on the continued intention to use MOOCs |
| topic | MOOCs eLearning Human-Computer Interaction |
| topic_facet | MOOCs eLearning Human-Computer Interaction |
| url | https://hdl.handle.net/10651/78915 https://dx.doi.org/10.1007/s10209-025-01190-x |