Regression result (Sufficiency test).

PurposeThis paper seeks to explore the influence of success factors, specifically motivation and course quality, on MOOC retention intention. Going beyond a mere examination of these motivational and quality factors, the study investigates students’ motivation, considering needs, interests, course system, content, and service quality. Methodologically, a questionnaire survey was conducted, collecting data from 311 students enrolled in online courses. To ascertain the impact of interest or need-based motivation on students’ retention rates, a Structural Equation Model (SEM) was employed. Subsequently, Necessary Condition Analysis (NCA) was utilized to identify the essential factors and components in each area. SEM results revealed a positive influence of motivational factors and quality issues on students’ behavior. Retention behavior was notably affected by academic and professional needs, along with personal interests. Furthermore, course content and service quality demonstrated a significant effect on students’ perseverance behavior. NCA results identified academic motivation and system quality as having a substantial impact on retention behavior, while personal motivation and technological motivation had a comparatively smaller effect. Practically, the findings suggest that course developers should consider students’ academic and personal requirements when designing online courses. Additionally, providing students with the ability to customize course and system content according to their needs is crucial. Timely problem-solving attitudes from service providers are essential for ensuring student retention.研究目的：本文旨在探究成功因素——具体而言即学习动机与课程质量——对大规模开放在线课程（MOOC）留课意愿的影响。本研究并未仅止步于对上述动机与课程质量因素的考察，而是结合学习需求、个人兴趣、课程体系、教学内容与服务质量，对学习者的学习动机展开了全面探析。 研究方法上，本研究采用问卷调查法，共收集到311名在线课程注册学习者的有效样本数据。为明确基于兴趣或需求的学习动机对学习者留课率的影响，本研究运用结构方程模型（SEM）开展分析；随后借助必要条件分析（NCA），识别各维度下的核心影响因素与组成要素。 结构方程模型分析结果显示，动机因素与课程质量要素对学习者行为存在显著正向影响；其中，学术与职业需求、个人兴趣对学习者留课行为的影响尤为突出。此外，课程内容与服务质量亦对学习者的持续学习行为产生了显著作用。必要条件分析结果则表明，学术动机与体系质量对留课行为具有实质性影响，而个人动机与技术动机的影响相对较弱。 从实践应用层面来看，本研究结果提示课程开发者在设计在线课程时，应充分考量学习者的学术与个人需求；同时，为学习者提供根据自身需求定制课程与体系内容的功能至关重要。此外，服务提供者及时响应并解决学习者问题的态度，亦是保障学习者留课率的关键要素。