An empirical Research on Factors Affecting the MOOC Learning Behavior Intention of Pre-service Teachers
Abstract: In order to explore the influencing factors of pre-service teachers' acceptance of MOOC, this study based on TAM theoretical basis, selected 60 pre-service teachers of different disciplines as research objects, set up 3 external potential variables, and built a MOOC learning behavioral influencing factors model of pre-service teachers. By analyzing the causal relationship between external variables, mediating variables and outcome variables, the study validate the five research hypothesis paths to explore the key influencing factors of MOOC learning behavior intentions, and draw the following conclusions: By changing subjective norms, enhancing entertainment perception, improving the ease of use and other methods to raise the perceived usefulness of pre-service teachers for MOOC learning resources. Further analysis of its internal relationship can improve perceived ease of use by enhancing perceived enjoyment and enhancing self-efficacy. Therefore, in order to increase the intention of the pre-service teacher's MOOC learning behavior, the designer of the MOOC platform can optimize the entertainment attributes, interactive interface and operation mode, while paying attention to the selected content, analyzing the learner characteristics, and then highlighting the educational value of learning resources on the MOOC platform.