CHAPTER 2 REVIEW OF LITERATURE
2.7 Literature Review of Variable Relationship Studies
2.7.2 The Relationship between Perceived Usefulness, Perceived Ease of use,
By combing through the relevant literature, we found that in recent years, many scholars in the field of social media, application platforms and online education have focused their research on exploring the relationship between perceived usefulness and ease of use on perceived value. Liu et al. (2015) empirically demonstrated that perceived usefulness, perceived ease of use, and perceived fun have positive and significant effects on perceived value in a study of factors influencing
MOOC users' intention to use. Using a survey of 410 undergraduate students at four public universities in China, Gao et al. (2021) found that perceived usefulness, content quality, interactive relationships, and opinion leader components of social media all had significant positive effects on perceived value of these platforms.
However, perceived ease of use and social media account influence did not have a significant effect on perceived value. Hun et al. (2021) conducted a study of individuals' perceptions of delivery application platforms and explored the relationship between trust and the effects of perceived ease of use, perceived usefulness, and perceived value. the results showed that perceived ease of use had a significant effect on perceived usefulness, perceived ease of use did not have a significant effect on perceived value, perceived usefulness had a significant effect on perceived value, and perceived value had a significant effect on intention to use, and indicated that the perceived value and intention to use of the delivery application platform could be improved through easy and beneficial use. the results of Chen et al.
(2021) on college students' willingness to pay for perceived value showed that:
college students' perceived ease of use of video websites had a significant positive effect on perceived usefulness and perceived value; perceived usefulness, entertainment also played a positive role on perceived value. Therefore, this paper proposes the following hypothesis:
H1b: Perceived ease of use positively affects perceived value.
H2b: Perceived usefulness positively affects perceived value.
From previous research findings, it is easy to find that personalized support and interactivity help learners meet their specific needs in a timely manner (Zhai et al., 2017), and flipped learning emphasizes a lot of peer interaction, and most teachers use group discussions or assign tasks; therefore, interactivity becomes an important factor in the evaluation of students' perceptions of the classroom (Lai, 2021). In exploring the interaction between the subjective perceived (interest and utility) value of the course, expected beliefs (perceived task difficulty), and group factors (group- peer interaction) and their relationship to students' behavioral engagement in a group- based flipped learning environment, Lai (2021) concluded that perceived (interest and utility) value was positively related to students' behavioral engagement, and under conditions of high group-peer interaction the strong positive correlation between
perceived utility value and students' behavioral engagement was found. Based on the above literature research analysis, this paper proposes the following hypothesis:
H3b: Interactivity positively affects perceived value.
Teacher support predicts student learning outcomes, such as engagement and effort. Federici and Skaalvik (2014) explored the relationship between students' perceptions of teacher instrumental support in mathematics classes and their effort in mathematics. and tested that this relationship was moderated by students' perceived value of utility, cost, and intrinsic value of mathematics. Research by Elfanagely et al.
(2020); Givens & Barlex (2001) directed teacher support specifically to research on the impact of the materials provided on students' perceived value and indicated that the materials provided by the teacher as a whole had greater value added to the quality of students' work, the effectiveness of design and technology, and students' perceptions of autonomy. In terms of course content, Zorek et al. (2013) examined the impact of successive course revisions on student performance and perceived value in a social science-based course, and after comparison found that student performance in the course and their perceived value in the course decreased after the initial course revision, but after subsequent revisions, as performance indicators returned to baseline, student performance in the course and perceived value increased significantly. In terms of learning activity organization, Yair and Levy (2008) examined issues related to learners' perceived value by revealing key value factors for online learning activities based on activity theory and value theory. the results show that: collaborative, social and passive learning activities; formal communication activities; and formal learning activities are reliable key predictors of perceived value.
Fraj-Andrés et al. (2020) examined the impact of perceived benefits, fun, peer interaction, ease of use, and time and effort costs on explaining students' reluctance to repeat wiki activities based on wiki activities in light of collaborative learning characteristics. Findings indicated that the need to invest a significant amount of time and effort in the activity was the main reason for non-repetitive activities, and that peer interaction and enjoyment helped to reduce these perceived costs. Therefore, teachers should emphasize the benefits of wiki activities within groups, and teachers should provide training sessions and user guides for each specific activity, as well as
sessions on team management to increase the enjoyment and perceived value of the activity. Based on this, the following hypotheses are proposed in this paper.
H4b: Teacher support positively influences perceived value.