{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,9]],"date-time":"2026-05-09T15:00:15Z","timestamp":1778338815549,"version":"3.51.4"},"reference-count":108,"publisher":"Emerald","issue":"2","license":[{"start":{"date-parts":[[2023,6,2]],"date-time":"2023-06-02T00:00:00Z","timestamp":1685664000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["ITSE"],"published-print":{"date-parts":[[2024,4,25]]},"abstract":"<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title>\n<jats:p>The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether media richness (MR), human-system interaction (HSI) and human-human interaction (HHI) as technological feature antecedents to medical professionals\u2019 learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs).<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title>\n<jats:p>Sample data for this study were collected from medical professionals at six university-\/medical university-affiliated hospitals in Taiwan. A total of 600 questionnaires were distributed, and 309 (51.5%) usable questionnaires were analyzed using structural equation modeling in this study.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Findings<\/jats:title>\n<jats:p>This study certified that medical professionals\u2019 perceived MR, HSI and HHI in MOOCs positively affected their emotional LE, cognitive LE and social LE elicited by MOOCs, which together explained their LP in MOOCs. The results support all proposed hypotheses and the research model accounts for 84.1% of the variance in medical professionals\u2019 LP in MOOCs.<\/jats:p>\n<\/jats:sec>\n<jats:sec>\n<jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title>\n<jats:p>This study uses the S-O-R model as a theoretical base to construct medical professionals\u2019 LP in MOOCs as a series of the psychological process, which is affected by MR and interaction (i.e. HSI and HHI). Noteworthily, three psychological constructs, emotional LE, cognitive LE and social LE, are adopted to represent medical professionals\u2019 organisms of MOOCs adoption. To date, hedonic\/utilitarian concepts are more commonly adopted as organisms in prior studies using the S-O-R model and psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context, and this study\u2019s contribution on the application of capturing psychological constructs for completely explaining three types of technological features as external stimuli to medical professionals\u2019 LP in MOOCs is well-documented.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/itse-09-2022-0116","type":"journal-article","created":{"date-parts":[[2023,5,31]],"date-time":"2023-05-31T07:48:16Z","timestamp":1685519296000},"page":"214-244","source":"Crossref","is-referenced-by-count":12,"title":["Can media richness and interaction act as stimulants to medical professionals\u2019 learning persistence in MOOCs via fostering learning engagement?"],"prefix":"10.1108","volume":"21","author":[{"given":"Yung-Ming","family":"Cheng","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","published-online":{"date-parts":[[2023,6,2]]},"reference":[{"issue":"2","key":"key2024042404222075600_ref001","doi-asserted-by":"crossref","first-page":"187","DOI":"10.1080\/09639284.2011.603472","article-title":"Students\u2019 motivation, perceived environment and professional commitment: an application of Astin\u2019s college impact model","volume":"21","year":"2012","journal-title":"Accounting Education"},{"key":"key2024042404222075600_ref002","doi-asserted-by":"crossref","first-page":"67","DOI":"10.1016\/j.chb.2019.08.004","article-title":"Evaluating E-learning systems success: an empirical study","volume":"102","year":"2020","journal-title":"Computers in Human Behavior"},{"issue":"3","key":"key2024042404222075600_ref003","doi-asserted-by":"crossref","first-page":"450","DOI":"10.1108\/ITSE-07-2020-0106","article-title":"COVID-19 and students perception about MOOCs a case of Indian higher educational institutions","volume":"18","year":"2021","journal-title":"Interactive Technology and Smart Education"},{"issue":"3","key":"key2024042404222075600_ref004","doi-asserted-by":"crossref","first-page":"411","DOI":"10.1037\/0033-2909.103.3.411","article-title":"Structural equation modeling in practice: a review and recommended two-step approach","volume":"103","year":"1988","journal-title":"Psychological Bulletin"},{"issue":"3","key":"key2024042404222075600_ref005","doi-asserted-by":"crossref","first-page":"789","DOI":"10.2307\/23042809","article-title":"An odyssey into virtual worlds: exploring the impacts of technological and spatial environments on intention to purchase virtual products","volume":"35","year":"2011","journal-title":"MIS Quarterly"},{"issue":"1","key":"key2024042404222075600_ref006","doi-asserted-by":"crossref","first-page":"39","DOI":"10.1016\/j.im.2018.06.003","article-title":"Gamification: a key determinant of massive open online course (MOOC) success","volume":"56","year":"2019","journal-title":"Information and Management"},{"key":"key2024042404222075600_ref007","doi-asserted-by":"crossref","first-page":"101468","DOI":"10.1016\/j.tele.2020.101468","article-title":"The impact of knowledge management practices on the acceptance of massive open online courses (MOOCs) by engineering students: a cross-cultural comparison","volume":"54","year":"2020","journal-title":"Telematics and Informatics"},{"issue":"5","key":"key2024042404222075600_ref008","first-page":"518","article-title":"Student involvement: a developmental theory for higher education","volume":"40","year":"1984","journal-title":"Journal of College Student Development"},{"key":"key2024042404222075600_ref009","volume-title":"What Matters in College? 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