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Primary school teachers may lack the competencies to create and deliver lessons using ICT equipments. As a result, schools possess large quantities of rarely used educational ICT resources. The recording studio, a kind of ICT which is helpful in producing videos for teaching reflection, has recently been widely promoted and used in Chinese primary schools. This research aims to investigate teachers' intention regarding recording studios and other technologies to deliver instruction, so as to explain and decrease the widespread paradox between the high access and low use of ICT for Education (ICT4E). A triangle inquiry framework between using the status of ICT4E and its influencing factors was revealed, and the conceptual model of personal and environmental influencing factors on educators' behavioral intention was constructed. The model was validated by collecting data from 208 teachers in Chinese primary schools. Results indicated that compatibility, performance expectancy, and social influence directly influenced teachers' intention to use recording studios. External pressure and support included personal factors such as peer influence, which indirectly affected educators' intention. Finally, suggestions were made to administrators in primary schools on decreasing the existing paradox from the perspective of encouraging teachers' use of ICT.

Student satisfaction is of great significance in online learning, but few studies have explored its determinants in emerging countries. This study investigated the determinants of university students' satisfaction with online learning platforms in China through applying the Technology Satisfaction Model during the COVID-19 pandemic, when an unprecedented amount of learning began to take place online due to the closure of educational institutions. A total of 928 students from five universities in four Chinese provinces or municipalities were surveyed through a purposive sampling technique and analyzed through structural equation modeling and the Rasch model. Findings show that Chinese university students' satisfaction with online learning platforms is directly and indirectly impacted by their computer self-efficacy and the perceived ease of use and usefulness of the platforms. Findings also show that regional differences moderate the associations among these components. The current study adds to theoretical, methodical and practical understanding of university students' satisfaction with using online learning platforms, which have been recognized as irreplaceable emergency educational tools.

This study explores how entrepreneurship education and government policies influence the entrepreneurial intention of students receiving higher vocational education. It employs an empirically-based model that tests the effects of perceived entrepreneurial education and perceived entrepreneurial policy on entrepreneurial self-efficacy and entrepreneurial intention. This study also analyzes the moderating effect of gender. The model was constructed based on the Theory of Reasoned Action. A total sample of 462 Chinese students from public and private higher vocational colleges were randomly selected to participate in this study, and their responses were analyzed using structural equation modeling. The results of the research model showed that perceived entrepreneurial education and policy had positive direct influences on entrepreneurial self-efficacy and intention, respectively. Subsequently, students' entrepreneurial self-efficacy had a direct influence on their entrepreneurial intention. On the other hand, perceived entrepreneurial education and policy had multiple indirect influences on entrepreneurial intention mediated by entrepreneurial self-efficacy in higher vocational education. The findings also showed that gender did not significantly moderate the above direct and indirect causal relationships among the dimensions of the research model. Some implications for building better entrepreneurial community are provided. These include enabling students to obtain knowledge that is closely related to practice and to perceive the value of entrepreneurship education by creating participatory projects and teaching methods, issuing policies that college students care most about, proactively informing students about policy content in a clear and concise way, and fully considering the side effects of government policies and the compatibility among different kinds of policies.

The problem motivating this research is the rapid introduction of educational technologies and the strong push to use new technologies in technical and vocational training in China coupled with varied responses and uneven adoption of new tools on the part of practitioners. This study investigated the factors that influence technical and vocational college teachers' adoption and appreciation of information and communication technology (ICT) in China using the technology adoption and gratification (TAG) model. At total of 535 teachers from public technical and vocational colleges were surveyed using a purposive sampling procedure. The survey data were analyzed through structural equation modeling. Findings suggest that the use of ICT had three primary determinants: teaching purpose, research purpose and academic purpose. Technical and vocational college teachers' technology adoption and gratification was directly and indirectly predicted by their computer self-efficacy, intention to use, perceived ease of use and usefulness of ICT. Most importantly, the TAG model accounted for 77% of the variance in teachers' gratification using those predictive variables. This research successfully applied the TAG model and it further fosters recommendations for future investigations. This study contributes to theoretical, methodical and practical understandings of the use of ICT in technical and vocational education, which has been much less explored than in K-12 education and university settings.

Assessment studies using structural equation modeling and Rasch Model have long been prominent in all areas of educational psychology. Their emphases have covered, but have not been limited to, the improvement of quality in teaching, learning, and research as well as the pursuit of research productivity. However, such methodological approaches have rarely taken place in the arena of information and communication technology (ICT) in tertiary education. As such, this study assesses Chinese lecturers' expression of ICT satisfaction through the technology satisfaction model (TSM). Data from 196 Chinese lecturers were collected using stratified random sampling and analyzed applying structural equation modeling and the Rasch model. The findings suggested that Chinese lecturers' satisfaction around ICT use was explored by the three underlying antecedents of computer self-efficacy, perceived usefulness, and ease of use. Computer self-efficacy was evidently a powerful exogenous variable in assessing direct and indirect causal associations among the dimensions of TSM. In future research, it is recommended that assessment of Chinese lecturers' ICT use for teaching and research purposes should be considered through structural equation modeling and the Rasch model. This would support future researchers, academicians, and practitioners in performing technological measurements in all the arenas of tertiary education.

The problem motivating this study is the fact that almost 19.70 million university students in China have been required to engage in e-learning under the government's initiative of "Classes are Suspended, yet Learning is still Ongoing" during the COVID-19 epidemic, coupled with varied responses, uneven adoption of e-learning platforms and varying degrees of satisfaction toward them. Using the online database adoption and satisfaction (ODAS) model, this study examines the determinants which impact university students' adoption of and satisfaction with e-learning platforms at this particular time in China. The ODAS model was also cross-validated using gender as a moderating variable. A purposive sampling procedure was used to survey a total of 1,136 students from six universities in five provinces or municipalities of China. The data for this survey were estimated using the Rasch model and structural equation modeling. Results exhibit that students' adoption of and satisfaction with e-learning platforms were significantly measured by their computer self-efficacy, their intention to use e-learning platforms, and their perceived ease of use and perceived usefulness of these platforms, while the relationships among these components were moderated by gender differences. This empirically-based cross-validation of the ODAS provides recommendations for future studies, including practical implications for e-learning. This current study contributes to the body of knowledge in evaluating e-learning platforms during the COVID-19 epidemic.

This study extended the Expectancy Confirmation model (ECM) to examine the factors that influence online learning stickiness. The structural equation modeling was used to reveal the relationships among the factors through a survey of 395 online consumers. The findings indicate that learning stickiness was significantly impacted by switching cost and satisfaction. Learners' perceived usefulness, perceived interactivity, and expectation confirmation have a significant effect on their satisfaction. Furthermore, learners' perceived usefulness was significantly influenced by their perceived interactivity and expectation confirmation. The results of this research also provide sustainable development directions for online platforms, such as the quality of curriculum design and the level of interaction between curriculum platforms.