Chinese Students' Intention to Use Online Homework Systems for English Learning: Interest and Hedonic Motivation in the UTAUT Model

Abstract

The emergence of online homework systems supplements the requirement of online education for learning consolidation. However, there is a lack of exploration of intention to use this facilitator for English learning at the secondary education level of Chinese students. Hence, this study proposed an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model with interest and hedonic motivation to explore the determinants behind the intention to embrace online homework systems for English learning. Data were randomly collected from 277 out of 1,466 Chinese secondary school students via validated questionnaires. Correlational analyses showed that five out of six postulated variables were significantly related to students' behavioral intention when using an online homework system for learning. Positive and significant associations existed between interest, facilitating conditions, performance expectancy, hedonic motivation, social influence and behavioral intention. However, there was a nonsignificant relationship between effort expectancy and behavioral intention. Additionally, interest was found to be the strongest factor related to the acceptance of the system among students. Enhancing interest and hedonic motivation, providing sufficient facilitating conditions and social support, as well as customizing reachable performance expectancy may promote the acceptance of online homework systems for English learning among Chinese secondary school students.