The Role of Intrinsic Motivation in Online Teaching Systems: From the Collision of Knowledge Management and Information Technology

Online education is booming, and knowledge management is integrated with artificial intelligence, information technology, robotics, and cognitive science to drive innovation. The online teaching system is the product that sets off a revolution in education. The teaching mode based on knowledge management is essential in promoting teachers' thinking agility, teaching innovation, knowledge iteration, and optimal decision-making. Although the online teaching software has been widely used, there are some defects in the use of the software such as function, experience, and interaction, which need to be improved. The empirical research takes teachers in Chinese tertiary institutions as object and aims to identify the main determinants of teachers' willingness to continue using online teaching systems from the perspective of intrinsic motivation. The technology acceptance model (TAM) and hedonic motivation system adoption model (HMSAM) were combined to form the theoretical model. The structural equation model (SEM) was built to measure the variable coefficient and mediating effect. The re-search results illustrate that telepresence, functionality, system service, peer influence, and control positively influence willingness to continue using. The mediating effects of perceived ease of use, perceived usefulness, and focused immersion were confirmed. It reflects that psychological factors are as important as perception factors in online teaching system adoption. This study provides valuable guidance and constructive knowledge, helping the company to develop the online teaching system.