Examining students' continuous use of online learning in the post-COVID-19 era: an application of the process virtualization theory
基于过程虚拟化理论，通过对489名本科生的问卷调查，研究了虚拟化需求对学生满意度和持续使用在线学习意愿的影响，发现感官需求、可达性等关键因素，为优化在线学习体验提供参考。
Purpose This study investigated the impact of the virtualization requirements of the learning process on students' satisfaction and their intention to continue using online learning. Design/methodology/approach A research model was developed using the process virtualization theory (PVT); it was validated empirically using data obtained from an online questionnaire-based survey of 489 undergraduate students. Findings The main results support the role of representation for sensory requirements, sensory requirements, reach, representation for relationship requirements and relationship requirements on shaping students' satisfaction, which all also have a significant influence on students' intention to continue using online learning. Relevance factors are responsible for 61.6% of the variance in students' satisfaction and 83.6% of the variance in their intention to continue using online learning. However, neither the synchronism requirements nor the identification and control requirements had a significant effect on students' satisfaction or on their intention to continue using online learning. Originality/value The present research focused on PVT in an online learning context; consequently, a new set of factors that influenced students' satisfaction with and intentions to continue using online learning was empirically tested for the first time. This research contributes to the literature on information systems because it advances the generalizability and applicability of the PVT in a new context and new cultural setting. Moreover, the research apprises researchers and practitioners of new factors, which should be understood and fulfilled to make virtual learning equivalent to the face-to-face learning experience.