Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24–26, 2023, Zhengzhou, China

Research Article

A Study on the Intention of Knowledge Interaction Behavior between Teachers and Students under Mixed Teaching Environment - Based on the Perspective of Value Co-Creation

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  • @INPROCEEDINGS{10.4108/eai.24-11-2023.2343679,
        author={Jia  Li and Meifang  Yang},
        title={A Study on the Intention of Knowledge Interaction Behavior between Teachers and Students under Mixed Teaching Environment - Based on the Perspective of Value Co-Creation},
        proceedings={Proceedings of the 3rd International Conference on Internet Technology and Educational Informatization, ITEI 2023, November 24--26, 2023, Zhengzhou, China},
        publisher={EAI},
        proceedings_a={ITEI},
        year={2024},
        month={4},
        keywords={co-creation; blended learning model; behavioral intention; qca method; utaut2},
        doi={10.4108/eai.24-11-2023.2343679}
    }
    
  • Jia Li
    Meifang Yang
    Year: 2024
    A Study on the Intention of Knowledge Interaction Behavior between Teachers and Students under Mixed Teaching Environment - Based on the Perspective of Value Co-Creation
    ITEI
    EAI
    DOI: 10.4108/eai.24-11-2023.2343679
Jia Li1,*, Meifang Yang1
  • 1: College of Information Management Jiangxi University of Finance and Economics
*Contact email: 1394363191@qq.com

Abstract

In the internet era, a hybrid teaching model based on the perspective of co-creation has rapidly emerged in university teaching practices, and how to effectively promote the intention of knowledge interaction behavior between teachers and students in the hybrid teaching model has become a hot topic in teaching activities in universities today. This paper proposes a framework of "cognitive-emotional-conative" based on the theory of co-creative teaching value, and combines the UTAUT2 theoretical framework to construct a conceptual model that affects the intention of knowledge interaction behavior in the hybrid teaching model. Using qualitative comparative analysis (QCA) methods, this article conducts empirical exploration to explore the complex causal mechanisms of multiple factors affecting knowledge interaction behavior in the perspective of value co-creation. The study found that knowledge interaction behavior between teachers and students in the hybrid teaching model is influenced by multiple complex factors, and effort expectation, practical value, and social value are the three main driving paths that promote the intention of teachers and students to participate in knowledge interaction behavior in the hybrid teaching model.