A Study On The Influencing Factors Of Continuous Use Intention Of Adaptive Learning System In Mathematics Of Junior High School

With the advancement of educational informatization and the promulgation of the policy of "double reduction",the research on information technology-assisted afterschool services is not only the demand of The Times,but also the trend of education adapting to the development of technology.The adaptive learning system supported by artificial intelligence technology makes it possible for large-scale personalized learning.The pursuit of after-school service is to meet the personalized learning needs of students.In order to make the adaptive learning system assist after-school services and achieve good results,the first problem to be solved is whether the adaptive learning system can be accepted and continuously used by students,and what are the factors that affect students’ continuous use of the adaptive learning system? These are all questions worthy of our in-depth thinking and exploration.Therefore,this study takes the Technology Acceptance Model 3(TAM3)and motivation theory as the theoretical basis,and combines quantitative and qualitative studies to systematically explore the factors affecting the intention to continue using the adaptive learning system in after-school services.The details include: Firstly,the research hypothesis and model were proposed through literature reading and field observation.Secondly,231 valid questionnaires were collected from junior middle school students in Sichuan,Chongqing and Guizhou.SPSS26.0 and AMOS 24.0 were used for descriptive statistical analysis,exploratory factor analysis,confirmatory factor analysis,reliability analysis,model you and both test and correction,path analysis and mediation effect analysis of the study data.Finally,12 junior high school students were interviewed one to one,Nvivo software was used to encode and analyze the interview data,and strategies to improve sustainable use intention were proposed from three aspects: system optimization,after-school service organization form optimization,and learning motivation improvement.The results show that the model can explain the continuous use intention of adaptive learning system well.Perceived usefulness and perceived pleasure had a significant and direct positive effect on persistent use intention.Perceived ease of use,self-regulation ability,system quality,perceived external control and computer self-efficacy had indirect positive effects on continuous use intention.The potential variables affecting the intention to continue use were ranked in descending order according to the total effect value: perceived usefulness,perceived pleasure,perceived ease of use,selfregulation ability,system quality,perceived external control,and computer selfefficacy.There are 9 paths with significant mediating effect and 2 paths with insignificant mediating effect.Through theoretical and empirical research,this study explores the influencing mechanism of the continuous use intention of the adaptive learning system in after-school services,and proposes strategies to improve the continuous use intention of the adaptive learning system in after-school services according to the identified influencing factors.It has enriched the internal mechanism of the technology acceptance model theory,provided teachers with suggestions on the form of course organization for the adaptive learning system to assist after-school service,and provided reference for the adaptive learning system developers to optimize the system functions.