Research On Factors Affecting The Continuous Use Of K12 Online Education Based On FsQCA

Online and offline collaborative teaching is a trend for future education development,which can achieve relative education fairness to a certain extent and promote the progress of national inclusive education.However,an outbreak of epidemic broke the original balance between online and offline education,especially accelerated the development of the K12 online education market.The initiative of "stopping classes and not stopping school" has brought overwhelming new users to the K12 online education platform for free in a short period of time.It is worth mentioning that according to market data,offline education has returned to normal status as the epidemic is gradually being controlled in China,and the scale of the online education market has begun to decline.In particular,new users in the K12 field keeps waiting after their initial adoption,and insufficient user stickiness has become an urgent problem needs to be solved for K12 online education in China.By expounding previous related studies on the continuous use of K12 online education,this thesis finds that scholars are generally verifying the net effect between the influencing factors and the results.However,in fact,the behavior of continuous use is the result of an interdependence of factors and combination of factors.In other words,only by deeply exploring the influence of each combination of factors on the results can the complex causal mechanism of the continuous use of K12 online education in China be revealed more scientifically.Therefore,this study takes the Chinese K12 online education platform as the research context,defines the concept of the antecedent variables and outcome variables of the study on continuous use of K12 online education on basis of related previous research and theories.Then,six antecedent variables,namely system quality,course quality,social influence,learning autonomy,switching cost and habit,were used to construct the theoretical model of this study;appropriate sample objects were selected for questionnaire distribution and collection,and then descriptive statistics and reliability and validity tests were conducted on the valid data.The fsQCA was conducted through the steps of data calibration,conditional necessity testing,truth table construction,standardized results and robustness test.Main conclusions of this study were obtained as follow:social impact and user habits are the motivation of K12 online education users,which are necessary conditions for continuous use behavior;there are 3 paths leading to continuous use behavior for K12 online education users,respectively "SI*LA*CC*HA","～SQ*CQ*SI*～LA*CC" and "SQ*CQ*SI*～LA*HA".Finally,according to the empirical results,the thesis provides suggestions to government,enterprises and schools to help them figure out a mature mechanism that promotes the continuous use of K12 online education,which are expected to contribute to the inclusive education development in China to a certain extent.