A Research into Factors that Influence College Students’ Enthusiasm for Learning in an Online Learning Environment

Institutions of higher learning in China actively promote the deep integration of information technology (IT) with education and teaching by using big data technology to collect and analyze data on education and teaching activities as well as students’ behaviors, to provide feedback. The objective is to support and promote personalized learning and targeted teaching in the online learning environment. The data on students’ learning effectiveness are collected timely and accurately during online teaching. Based on these data, teaching and learning activities are adjusted periodically to enhance the learning enthusiasm of college students and further achieve the goal of high-quality online teaching. In this study, an influencing factor index system for college students’ learning enthusiasm in the online learning environment was established based on existing literature. The relationships of learning enthusiasm with learning needs, motivation, attitude, and interest were measured through structural equation modeling. Next, the hierarchy of 17 factors influencing college students’ learning enthusiasm was analyzed using interpretive structural modeling. The results reveal that the influencing factor index system for college students’ learning enthusiasm in the online learning environment is highly scientific and reasonable. Learning needs, motivation, and attitude have an evident promoting effect on learning enthusiasm. Four factors, namely, numbered B5, C4, D1, and D3, are the direct factors affecting learning enthusiasm. Moreover, three factors, namely, numbered A4, B3, and C3, are the fundamental reasons that affect learning enthusiasm. The research results have significant reference values in identifying the causes of the change in learning enthusiasm induced by the online learning environment and proposing pertinent measures to enhance college students’ learning enthusiasm. © 2023 by the authors of this article. Published under CC-BY.