{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,11]],"date-time":"2026-03-11T05:06:15Z","timestamp":1773205575672,"version":"3.50.1"},"reference-count":65,"publisher":"Emerald","issue":"6","license":[{"start":{"date-parts":[[2023,4,26]],"date-time":"2023-04-26T00:00:00Z","timestamp":1682467200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["LHT"],"published-print":{"date-parts":[[2023,11,7]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title><jats:p>This study's purpose is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether gamification and social interaction as environmental stimulus antecedents to learners' perceptions of presence can affect their continuance intention of massive open online courses (MOOCs).<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>Sample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOC platform launched by a well-known university in Taiwan, and 353 usable questionnaires were analyzed using structural equation modeling (SEM).<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>This study demonstrated that learners' perceived gamification, learner\u2013instructor interaction and learner\u2013learner interaction in MOOCs positively affected their cognitive presence, teaching presence and social presence elicited by MOOCs, which jointly expounded their continuance intention of MOOCs. The results support all proposed hypotheses, and the research model accounts for 72.6% of the variance in learners' MOOCs continuance intention.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>This study employs the S-O-R model as a theoretical umbrella to frame learners' MOOCs continuance intention as a series of the internal process, which is influenced by gamification and social interaction. Noteworthily, three psychological constructs of the community of inquiry model (i.e. cognitive presence, teaching presence and social presence) are adopted to represent learners' internal experiences of MOOCs usage. To date, hedonic\/utilitarian concepts are more commonly adopted as organisms in prior studies based on the S-O-R model, whereas psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context.<\/jats:p><\/jats:sec>","DOI":"10.1108\/lht-03-2022-0160","type":"journal-article","created":{"date-parts":[[2023,4,25]],"date-time":"2023-04-25T02:07:26Z","timestamp":1682388446000},"page":"1781-1801","source":"Crossref","is-referenced-by-count":19,"title":["How gamification and social interaction stimulate MOOCs continuance intention via cognitive presence, teaching presence and social presence?"],"prefix":"10.1108","volume":"41","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5128-5224","authenticated-orcid":false,"given":"Yung-Ming","family":"Cheng","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","published-online":{"date-parts":[[2023,4,26]]},"reference":[{"issue":"January","key":"key2023110601525709500_ref001","first-page":"28","article-title":"Understanding the MOOCs continuance: the role of openness and reputation","volume":"80","year":"2015","journal-title":"Computers and Education"},{"issue":"3","key":"key2023110601525709500_ref002","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":"2","key":"key2023110601525709500_ref003","first-page":"1","article-title":"Assessing teaching presence in a computer conferencing context","volume":"5","year":"2001","journal-title":"Journal of Asynchronous Learning Networks"},{"issue":"1","key":"key2023110601525709500_ref004","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":"key2023110601525709500_ref005","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":"1","key":"key2023110601525709500_ref006","doi-asserted-by":"crossref","first-page":"74","DOI":"10.1007\/BF02723327","article-title":"On the evaluation of structural equation models","volume":"16","year":"1988","journal-title":"Journal of the Academy of Marketing Science"},{"issue":"3","key":"key2023110601525709500_ref007","doi-asserted-by":"crossref","first-page":"351","DOI":"10.2307\/3250921","article-title":"Understanding information systems continuance: an expectation\u2013confirmation model","volume":"25","year":"2001","journal-title":"MIS Quarterly"},{"issue":"August","key":"key2023110601525709500_ref008","first-page":"170","article-title":"Enhancing user engagement: the role of gamification in mobile apps","volume":"132","year":"2021","journal-title":"Journal of Business Research"},{"issue":"4","key":"key2023110601525709500_ref009","doi-asserted-by":"crossref","first-page":"705","DOI":"10.1108\/LHT-11-2016-0129","article-title":"Comparing the determinants of non-MOOC and MOOC continuance intention in Taiwan: effects of interactivity and openness","volume":"36","year":"2018","journal-title":"Library Hi Tech"},{"issue":"4","key":"key2023110601525709500_ref010","doi-asserted-by":"crossref","first-page":"1591","DOI":"10.1108\/BIJ-05-2019-0208","article-title":"Understanding cloud ERP continuance intention and individual performance: a TTF-driven perspective","volume":"27","year":"2020","journal-title":"Benchmarking: An International Journal"},{"issue":"4","key":"key2023110601525709500_ref011","doi-asserted-by":"crossref","first-page":"1169","DOI":"10.1108\/JEIM-12-2019-0401","article-title":"Investigating medical professionals' continuance intention of the cloud-based e-learning system: an extension of expectation\u2013confirmation model with flow theory","volume":"34","year":"2021","journal-title":"Journal of Enterprise Information Management"},{"issue":"1","key":"key2023110601525709500_ref012","doi-asserted-by":"crossref","first-page":"210","DOI":"10.1108\/K-07-2020-0440","article-title":"Can tasks and learning be balanced? 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