디지털 영어 학습으로의 이동 의도 분석: Push-Pull-Mooring 모델을 중심으로
Exploring switching intentions toward digital English learning: A push-pull-mooring (PPM) framework.
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With the rapid advancement of information technology and the impact of the COVID-19 pandemic, digital English learning has emerged as a vital alternative to traditional classroom-based instruction. This study explores the factors influencing learners’ transition from conventional to digital English learning environments using the Push-Pull-Mooring (PPM) model. Drawing on recent research, the study identifies key push (limited personalization, inflexibility, and limited cultural exposure), pull (accessibility, interactivity, and enhanced feedback), and mooring cost-effectiveness) factors that affect learning migration intentions. Based on data collected from a total of 398 English learners, the results of the SEM analysis supported all the hypotheses proposed in the study. The findings aim to provide insights into effective digital English learning design and support sustainable adoption in future educational landscapes.
Abstract
With the rapid advancement of information technology and the impact of the COVID-19 pandemic, digital English learning has emerged as a vital alternative to traditional classroom-based instruction. This study explores the factors influencing learners’ transition from conventional to digital English learning environments using the Push-Pull-Mooring (PPM) model. Drawing on recent research, the study identifies key push (limited personalization, inflexibility, and limited cultural exposure), pull (accessibility, interactivity, and enhanced feedback), and mooring cost-effectiveness) factors that affect learning migration intentions. Based on data collected from a total of 398 English learners, the results of the SEM analysis supported all the hypotheses proposed in the study. The findings aim to provide insights into effective digital English learning design and support sustainable adoption in future educational landscapes.