User Behavior toward Multimodal Digital Publishing for Science and Innovation Education from the Perspective of Knowledge Services: An Empirical Analysis Based on the Technology Acceptance Model

Abstract

The continuous advancement of the national digital education strategy and the rapid development of science and technology education have put forward higher requirements for the quality of educational resources supply and knowledge service capabilities. Multimodal digital publishing has become a key breakthrough in this context. Focusing on the dimension of knowledge service, this study comprehensively uses literature review and questionnaire survey to investigate the use behavior and influence mechanism of middle school students on multi-modal digital publishing products of science and innovation education. The data show that the overall attitude of students is positive, and perceived usefulness, ease of use and pleasure all significantly affect the attitude of use. Among them, perceived usefulness has the strongest explanatory power, and attitude is positively transmitted to behavioral intention. At the same time, the current system still has deficiencies in knowledge organization, learning assistance, technology integration and service architecture. In this regard, this paper proposes an optimization scheme covering multimodal resource reorganization, full intervention in the learning process, deep coordination of technical tools and educational goals, and construction of a long-term service mechanism, in order to provide a reference for product iteration and service efficiency improvement.