Investigating Psychological Motivations to Use Online Physical Learning: A Theoretical Study in the Dance Education

Figures & data

Figure 1 The research model.

Table 1 Measurement Items

Construct	Items	Source
Perceived autonomy on flexibility	Learning through online tutorial gave me the flexibility to adjust my learning time	Szczepańska and Pietrzyka,^Citation14 You,^Citation25 and^Citation26 designed by authors
	Learning through online tutorial made me have the flexibility to divide their time between dance learning and other jobs
	Learning through online tutorial makes me save commuting time
Perceived online class organization competence	Course material is presented in a well structure	Szczepańska and Pietrzyka,^Citation14 You,^Citation25 and designed by authors
	The learning objectives in the online tutorial has been conveyed properly
	The material in the online tutorial has been arranged in a logical sequence and understandable
	The structure of the material in online tutorial already covers all the material I need to learn
Perceived usage competence	I do not encounter any difficulty in responding to the discussion	Szczepańska and Pietrzyka,^Citation14 You,^Citation25 and designed by authors
	The instructor guidance shown in the online tutorial has good quality
	I have no difficulty using online dance learning
	Online dance learning as a whole has a good display quality
Perceived relatedness with instructors	I can get efficient feedback from online instructors	Szczepańska and Pietrzyka,^Citation14 You,^Citation25 and designed by the authors
	I feel encouraged during online dance learning
	The instructor pays attention to every online participate
	The interaction between students and instructors are well established
Attitudes	I feel that online dance learning is interesting	Szczepańska and Pietrzyka,^Citation14 You^Citation25
	I feel that online dance learning improves my dancing ability
	I am satisfied with the whole system of online learning
Perceived value	I feel that the online dance class is reasonably priced	Yuen, Song^Citation12
	I feel that using the online dance class is time efficient
	I feel that using the online dance class is useful for improving my skills
	I feel that using the online dance classes would have positive effects on the society
Intention to use online dance class	I will encourage others to use online dance learning	Yuen, Choo^Citation27
	I am positive about the future use of online dance learning

Table 2 Demographic Information

Category	Item	Frequency	Percentage
Gender	Female	126	63.6%
	Male	72	36.4%
Age	19–30	102	51.2%
	31–40	51	25.8%
	41–50	30	15.2%
	Above 50	15	7.8%
Education	Below Bachelor's degree	43	21.8%
	Bachler’ degree	115	58%
	Master’s degree and above	40	20.2%

Table 3 Confirmatory Factor Analysis Results

Constructs	Item	Standardized λ	CR	AVE
Perceived autonomy	AOT1	0.750	0.672	0.891
	AOT2	0.870
	AOT3	0.856
	AOT4	0.799
Perceived competence of online class organization	ORG1	0.848	0.664	0.887
	ORG2	0.809
	ORG3	0.781
	ORG4	0.822
Perceived competence of usage	USG1	0.803	0.667	0.800
	USG2	0.827
Perceived relatedness	RAT1	0.749	0.627	0.834
	RAT2	0.822
	RAT3	0.804
Attitude	ATD1	0.769	0.621	0.867
	ATD2	0.830
	ATD3	0.765
	ATD4	0.787
Perceived value	PEV1	0.814	0.632	0.837
	PEV2	0.778
	PEV3	0.793
Intention to use	IT1	0.833	0.683	0.812
	IT2	0.821

Table 4 Discriminant Validity

	AOT	ORG	USG	RAT	ATD	PEV	IT
AOT	0.891	0.202	0.313	0.288	0.360	0.263	0.375
ORG	0.450	0.887	0.288	0.253	0.498	0.393	0.491
USG	0.560	0.537	0.800	0.321	0.290	0.139	0.327
RAT	0.537	0.503	0.567	0.834	0.524	0.292	0.583
ATD	0.601	0.706	0.539	0.724	0.867	0.611	0.511
PEV	0.513	0.627	0.374	0.541	0.782	0.837	0.425
IT	0.613	0.701	0.572	0.764	0.715	0.652	0.812

Note: The bold numbers on the main diagonal are AVEs.

Table 5 Structural Equation Modelling Results

Relationships	Estimate	P	Supported
Perceived autonomy of flexibility → Attitudes	0.326	<0.05	Supported
Perceived competence of class organization→ Attitudes	0.231	<0.05	Supported
Perceived competence of usage → Attitudes	0.311	<0.05	Supported
Perceived relatedness with instructors → Students’ attitudes	0.413	<0.05	Supported
Students’ attitudes → Perceived value	0.651	<0.001	Supported
Students’ attitudes → Intention to use online dance education	0.374	<0.001	Supported
Perceived value → Intention to use online dance education	0.476	<0.001	Supported

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