Analysis reveals that perceived usefulness and satisfaction significantly impact student engagement in online education, suggesting enhancements are needed.
This research investigates the factors and configurations influencing the intention of primary and secondary school students to use online education. Employing the Technology Acceptance Model (TAM), the research framework incorporates considerations of external environmental factors, extending the model. Methodologically, Structural Equation Modeling (SEM) is utilized for path analysis, supplemented by fuzzy-set qualitative comparative analysis to comprehensively explore the influencing mechanism of primary and secondary school students' intentions to use online education. This study collected 423 valid questionnaires through stratified random sampling from urban and rural schools, with the sample comprising 250 secondary school students and 173 primary school students. Firstly, the SEM analysis reveals significant positive relationships between perceived usefulness, external support, information and communication technology atmosphere, satisfaction, and intention to use. Secondly, further configuration analysis explains the impact of different condition combinations on primary and secondary school students' intention to use online education, pinpointing perceived usefulness and satisfaction as core conditions influencing intention. The results indicate that enhancements in usefulness, satisfaction, and the external environment can stimulate students' active participation in and acceptance of online education.
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Cao et al. (2025) studied this question.
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