Abstract
The relationship between generating motivation and intention of online technical instructional videos is crucial for helping locate quality contributors. This study aims to confirm the positive relationship between online technical instructional video-generating motivation and online technical instructional video-generating intention to predict generative behavior and find strengthening factors of motivation. Survey data from 329 participants was analysed with partial least squares structural equation modelling (PLS-SEM). Results reveal that video-generating motivations (sharing, competence, membership and reward) strengthen the video-generating intention, although perceived autonomy motivation weakened the video-generating intention; Factors of altruism, self-enhancement, trust in technology, social outcomes expectation and perceived enjoyment positively affect video-generating motivation; Motivations of competence and reward played full mediation roles respectively on self-enhancement and perceived enjoyment effect on video-generating intention. It is concluded that the more video-generating motivation people have, the more likely they generate online technical instruction videos. So, determining where to reinforce motivation is necessary. The findings’ implications are discussed.
Details
Presentation Type
Theme
Considering Digital Pedagogies
KEYWORDS
Online instructional videos; Motivation; Intention; Technical learning recourses
