Social interaction ties drive students participate in flipped civic education continuously

References

• Abdekhoda, M., Maserat, E., & Ranjbaran, F. (2020). A conceptual model of flipped classroom adoption in medical higher education. Interactive Technology and Smart Education, 17(4), 393–401. https://doi.org/10.1108/ITSE-09-2019-0058
   Web of Science ®Google Scholar
• Agudo-Peregrina, ÁF, Hernández-García, Á, & Pascual-Miguel, F. J. (2014). Behavioral intention, use behavior and the acceptance of electronic learning systems: Differences between higher education and lifelong learning. Computers in Human Behavior, 34, 301–314. https://doi.org/10.1016/j.chb.2013.10.035
   Web of Science ®Google Scholar
• Arpaci, I., & Basol, G. (2020). The impact of preservice teachers’ cognitive and technological perceptions on their continuous intention to use flipped classroom. Education and Information Technologies, 25(5), 3503–3514. https://doi.org/10.1007/s10639-020-10104-8
   Web of Science ®Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
   Google Scholar
• Bao, Z., & Han, Z. (2019). What drives users’ participation in online social Q&A communities? An empirical study based on social cognitive theory. Aslib Journal of Information Management, 71(5), 637–656. https://doi.org/10.1108/AJIM-01-2019-0002
   Web of Science ®Google Scholar
• Chang, I. C., Liu, C. C., & Chen, K. (2014). The effects of hedonic/utilitarian expectations and social influence on continuance intention to play online games. Internet Research, 24(1), 21–45. https://doi.org/10.1108/IntR-02-2012-0025
   Web of Science ®Google Scholar
• Chao, C. M. (2019). Factors determining the behavioral intention to use mobile learning: An application and extension of the UTAUT model. Frontiers in Psychology, 10, 1652. https://doi.org/10.3389/fpsyg.2019.01652
   PubMed Web of Science ®Google Scholar
• Chin, W. W., & Newsted, P. R. (1999). Structural equation modeling analysis with small samples using partial least squares. In R. Hoyle (Ed.), Statistical strategies for small sample research (pp. 307–341). Sage.
   Google Scholar
• Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22(14), 1111–1132. https://doi.org/10.1111/j.1559-1816.1992.tb00945.x
   Web of Science ®Google Scholar
• Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104
   Web of Science ®Google Scholar
• Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331–362. https://doi.org/10.1002/job.322
   Web of Science ®Google Scholar
• Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (6th ed.). Prentice-Hall.
   Google Scholar
• Hao, Y. (2019). The integration of moral education and mental health education in middle schools in the new era. Proceedings of the 2019 International Conference on Education, Management Science and Economics, Singapore. Aug 29-31, 2019.
   Google Scholar
• Hsieh, J. S. C., Huang, Y. M., & Wu, W. C. V. (2017). Technological acceptance of LINE in flipped EFL oral training. Computers in Human Behavior, 70, 178–190. https://doi.org/10.1016/j.chb.2016.12.066
   Web of Science ®Google Scholar
• Huang, Y. M. (2016). The factors that predispose students to continuously use cloud services: Social and technological perspectives. Computers & Education, 97, 86–96. https://doi.org/10.1016/j.compedu.2016.02.016
   Web of Science ®Google Scholar
• Huang, Y. M. (2017). Exploring students’ acceptance of team messaging services: The roles of social presence and motivation. British Journal of Educational Technology, 48(4), 1047–1061. https://doi.org/10.1111/bjet.12468
   Web of Science ®Google Scholar
• Huang, Y. M. (2018). Reason and emotion: How they drive students to play a color game. EURASIA Journal of Mathematics, Science and Technology Education, 14(5), 1911–1924. https://doi.org/10.29333/ejmste/85490
   Web of Science ®Google Scholar
• Huang, Y. M. (2019). Examining students’ continued use of desktop services: Perspectives from expectation-confirmation and social influence. Computers in Human Behavior, 96, 23–31. https://doi.org/10.1016/j.chb.2019.02.010
   Web of Science ®Google Scholar
• Huang, Y. M. (2020a). Students’ continuance intention toward programming games: Hedonic and utilitarian aspects. International Journal of Human-Computer Interaction, 36(4), 393–402. https://doi.org/10.1080/10447318.2019.1647665
   Web of Science ®Google Scholar
• Huang, Y. M. (2020b). What drives students to continue using social mindtools? The perspectives of social support and social influence. Computers in Human Behavior, 111, 106447. https://doi.org/10.1016/j.chb.2020.106447
   Web of Science ®Google Scholar
• Ifinedo, P. (2017). Examining students’ intention to continue using blogs for learning: Perspectives from technology acceptance, motivational, and social-cognitive frameworks. Computers in Human Behavior, 72, 189–199. https://doi.org/10.1016/j.chb.2016.12.049
   Web of Science ®Google Scholar
• Kim, J., Lee, C., & Elias, T. (2015). Factors affecting information sharing in social networking sites amongst university students: Application of the knowledge-sharing model to social networking sites. Online Information Review, 39(3), 290–309. https://doi.org/10.1108/OIR-01-2015-0022
   Web of Science ®Google Scholar
• Kim, N. H., So, H. J., & Joo, Y. J. (2021). Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course. Australasian Journal of Educational Technology, 37(4), 1–19. https://doi.org/10.14742/ajet.6046
   Web of Science ®Google Scholar
• Kuan, H. H., Bock, G. W., & Vathanophas, V. (2008). Comparing the effects of website quality on customer initial purchase and continued purchase at e-commerce websites. Behaviour & Information Technology, 27(1), 3–16. https://doi.org/10.1080/01449290600801959
   Google Scholar
• Lakawathana, P. (2018). Factors affecting the enjoyment of ERP software learning for non-IT learners. Proceedings of 5th International Conference on Business and Industrial Research, Thailand. May 17-18, 2018.
   Google Scholar
• Lim, K., Kang, M., & Park, S. Y. (2016). Structural relationships of environments, individuals, and learning outcomes in Korean online university settings. International Review of Research in Open and Distributed Learning, 17(4), 315–330. https://doi.org/10.19173/irrodl.v17i4.2500
   Web of Science ®Google Scholar
• Lin, H. C., & Hwang, G. J. (2019). Research trends of flipped classroom studies for medical courses: A review of journal publications from 2008 to 2017 based on the technology-enhanced learning model. Interactive Learning Environments, 27(8), 1011–1027. https://doi.org/10.1080/10494820.2018.1467462
   Web of Science ®Google Scholar
• Lin, H. H., Wang, Y. S., & Chou, C. H. (2012). Hedonic and utilitarian motivations for physical game systems use behavior. International Journal of Human-Computer Interaction, 28(7), 445–455. https://doi.org/10.1080/10447318.2011.618097
   Web of Science ®Google Scholar
• Mbarek, R., & Zaddem, F. (2013). The examination of factors affecting e-learning effectiveness. International Journal of Innovation and Applied Studies, 2(4), 423–435.
   Google Scholar
• Mohamed, H., & Lamia, M. (2018). Implementing flipped classroom that used an intelligent tutoring system into learning process. Computers & Education, 124, 62–76. https://doi.org/10.1016/j.compedu.2018.05.011
   Web of Science ®Google Scholar
• Morin, A. H. (2020). Teacher support and the social classroom environment as predictors of student loneliness. Social Psychology of Education, 23(6), 1687–1707. https://doi.org/10.1007/s11218-020-09600-z
   Web of Science ®Google Scholar
• Qin, Y., Zheng, W., & Wang, G. (2019). An empirical study of micro-class based “flipped classroom” in civic education. Proceedings of the 5th International Conference on Education and Training Technologies, Seoul Republic of Korea. May 27-29, 2019.
   Google Scholar
• Ros, S., Hernández, R., Caminero, A., Robles, A., Barbero, I., Maciá, A., & Holgado, F. P. (2014). On the use of extended TAM to assess students’ acceptance and intent to use third-generation learning management systems. British Journal of Educational Technology, 46(6), 1250–1271. https://doi.org/10.1111/bjet.12199
   Web of Science ®Google Scholar
• Seol, S., Lee, H., Yu, J., & Zo, H. (2016). Continuance usage of corporate SNS pages: A communicative ecology perspective. Information & Management, 53(6), 740–751. https://doi.org/10.1016/j.im.2016.02.010
   Web of Science ®Google Scholar
• Sorgenfrei, C., Borschbach, A., & Smolnik, S. (2013). Understanding e-learning continuance intention: Towards a conceptual model. Proceedings of the 21st European Conference on Information Systems, Netherlands.June 6-8, 2013.
   Google Scholar
• Themistokleous, S., & Avraamidou, L. (2016). The role of online games in promoting young adults’ civic engagement. Educational Media International, 53(1), 53–67. https://doi.org/10.1080/09523987.2016.1192352
   Web of Science ®Google Scholar
• Tsai, M. N., Liao, Y. F., Chang, Y. L., & Chen, H. C. (2020). A brainstorming flipped classroom approach for improving students’ learning performance, motivation, teacher-student interaction and creativity in a civics education class. Thinking Skills and Creativity, 38, 100747. https://doi.org/10.1016/j.tsc.2020.100747
   Web of Science ®Google Scholar
• Wang, D. C., Jeng, Y. L., Chiang, C. M., & Huang, Y. M. (in press). Exploring the cohesion of classroom community from the perspectives of social presence and social capital. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-021-09277-z
   Web of Science ®Google Scholar
• Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers & Education, 68, 570–585. https://doi.org/10.1016/j.compedu.2013.02.014
   Web of Science ®Google Scholar
• Yin, L., & Ge, Q. (2020). Study on the mathematics education countermeasures of the children of migrant workers in junior high school. International Journal of Innovation in Science and Mathematics, 8(2), 90–97.
   Google Scholar
• Yuliyatno, M., & Sitompul, N. C. (2019). Exploring the implementation of weblog-based flipped classroom in teaching civics: Is it feasible and effective? International Journal of Instruction, 12(4), 239–250. https://doi.org/10.29333/iji.2019.12415a
   Web of Science ®Google Scholar