Key points are not available for this paper at this time.
In the rapidly evolving landscape of social media, the emergence of Influencer-led Education as a novel learning model presents a paradigm shift in the mobile learning era. To illuminate the underpinnings of learners’ inclination to embrace this model, this study adopts an integrated methodological framework, encompassing grounded theory and fuzzy-set Qualitative Comparative Analysis (fsQCA). Based on 17 in-depth interviews, an Action-Decision Framework of new model is established. Subsequently, a examination of 150 questionnaires through fsQCA uncovers diverse configurations of learners’ adoption intention of Influencer-led Education. The outcomes of the fsQCA disclose five configurations associated with high adoption intention and two configurations leading to low intention, highlighting heterogeneous representations among distinct learner cohorts within the decision framework. This research contributes to the expansion and deepening of theories pertaining to learners’ engagement with Influencer-led Education, while providing insights into the intricate mechanisms driving learning behaviors in the realm of novel learning scenarios.
Chen et al. (Fri,) studied this question.