Learners’ Continuous Use Intention of Blended Learning: tam-set model

Figure 2. Structural equation model. 
5. Discussion and Implications 
The increasing popularity of BL indicates its vitality and sustainability. This study 
explores the comprehensive influencing factors regarding learners’ continuous use in-
tention of the BL mode and the relationship among these factors. As shown in Figure 2, 
the impact of CQ on PEOU is far greater than that of PU, implying that learners pay more 
attention to the content a course can offer. If a course includes abundant resources, it will 
trigger more motivation and enthusiasm in learners, thus lowering the perceived diffi-
culty level of using it. The richer and friendlier the interface and the communication 
tools, the more eager learners are to use the course. The more self-efficacy they have, the 
more belief they hold regarding their ability to overcome any technological problems in 
learning and focus only on the learning process. This implies that the most important 
determinant of BL is the usefulness of the learning content. The holistic design of the 
course will induce more confidence and curiosity in the study. As CQ is mainly pre-
sented through course resources and teaching methods, teachers must be very careful in 
designing the course syllabus to meet the needs of the learners. 
The influence of TS on PU (path coefficient is 0.502, p < 0.05) is greater than its in-
fluence on PEOU (path coefficient is 0.153), which is also out of expectations. It can be 
seen that in BL, TS no longer focuses on solving technological problems such as equip-
ment and system failures or network failures because currently, the advancement of 
technology has caused this to be rare, and even if there are such problems, they can be 
solved without much effort or delay. The new form of technological support that learners 
need is convenient instruction regarding the use of BL. Once they become familiar with it, 
TS seems to have done its work. All that remains is for learners to carry out the course 
requirements on schedule. 
In this study, PU and PEOU continue to play a huge role in affecting use intention 
indirectly through SA and SE. PU has a significant positive impact on SA and SE (path 
coefficients are 0.458 and 0.374). PEOU also has a significant positive impact on SA and 
SE (path coefficients are 0.358 and 0.346). This shows that SA is more likely to be affected 
by PU. This result echoes the above findings that information technology is no longer a 
big barrier for learners. This conclusion can also be supported by the only false hypothe-
sis in this model.