The Relationship between Short Video Flow, Addiction, Serendipity, and Achievement Motivation among Chinese Vocational School Students: The Post-Epidemic Era Context.

Since the COVID-19 outbreak, people have been spending more time in the online world because of restrictions on face-to-face communication due to epidemic prevention controls. This has also brought the issue of Internet addiction, including the overuse and negative effects of short videos, to the forefront of attention. Past research has found that Internet addiction has a negative impact on well-being. However, there is a special concept of positive emotion called "serendipity" (). Serendipity provides a small, fleeting but positive experience, yet it is often associated with negative perceptions from an outside perspective. However, the relationship between short video addiction and serendipity is not yet known. Based on this, a theoretical model was developed in the context of the I-PACE model. To understand the relationship between short video addiction and serendipity among college students, in this study, we conducted snowball sampling and distributed online questionnaires using the Wenjuanxing platform. The target population of the questionnaire distribution was vocational college students in China, of whom 985 valid study participants responded, yielding a valid return rate of 82.1%. Of the respondents, 410 (41.6%) were male and 575 (58.4%) were female. The results were as follows: a. short video flow had a positive relationship with serendipity, a negative relationship with achievement motivation, and a positive effect on short video addiction; b. short video addiction had a positive effect on serendipity and a negative effect on achievement motivation; and c. serendipity had a negative impact on achievement motivation. This shows that short video addiction, like other Internet addictions, can have a negative impact on students' learning.

The Continuous Use Intention for the Online Learning of Chinese Vocational Students in the Post-Epidemic Era: The Extended Technology Acceptance Model and Expectation Confirmation Theory

In an attempt to prevent and control the outbreak of COVID-19, education systems worldwide have comprehensively implemented online courses to fulfill the educational goal of the suspension of classes without suspending school. Numerous online courses have been developed under these circumstances. From the perspective of sustainable development goals, these online courses should be continued. However, as the epidemic gradually eases, it is questionable whether or not students will still willingly participate in these courses. The method of teaching is a critical issue for schools to decide. Compared with other related educational research, the research on the vocational education system is still limited. To expand the understanding of this topic, this study adopted snowball sampling and invited students from Chinese vocational colleges to fill in a questionnaire to help understand the perceptions that affect students' expectations, attitudes, perceived effects, and satisfaction and the persistence of online learning. A total of 819 valid questionnaires were retrieved, with an effective questionnaire response rate of 81.9%. Meanwhile, under the framework of Expectation Confirmation Theory (ECT) and the Technology Acceptance Model (TAM), this study extended the theoretical model and proposed a sustainable model. The results of this study showed the following: 1. Expectancy belief and online learning attitudes had a positive impact on perceived ease of use and usefulness;2. Perceived ease of use had a negative impact on practical class satisfaction but a positive impact on theoretical class satisfaction and perceived usefulness;3. Perceived usefulness had a negative impact on practical course satisfaction but a positive impact on theoretical course satisfaction;and 4. Both types of course satisfaction had a positive impact on continuous use intentions for learning.

The Association of Short-Video Problematic Use, Learning Engagement, and Perceived Learning Ineffectiveness among Chinese Vocational Students.

Short videos are very popular among students, but the immersive nature of the software makes them prone to problematic use and even addiction. Internet addiction, including short-video problematic use, has been a hot topic in recent years due to the COVID-19 epidemic. However, there are few empirical studies that have explored the effects of short-video problematic use on students. Thus, vocational colleges in China were recruited to participate in this study. There were 1089 effective participants, with a valid recall rate of 90.8%. This included 466 male students (42.8%) and 623 female students (57.2%), with a mean age of 19.19 years (standard deviation of 1.07 years). Five hypotheses were proposed and validated by structural equation modeling within the framework of ecological systems theory and engagement theory to explore the association of short-video problematic use, three types of learning engagement, and perceived learning ineffectiveness. Research findings showed that: (1) short-video problematic use has a negative effect on behavioral engagement; (2) behavioral engagement has a positive effect on both emotional and cognitive engagement; and (3) emotional and cognitive engagement have a negative effect on perceived learning ineffectiveness. According to the results, it can be seen that short-video problematic use has a detrimental effect on students' learning experiences, so teachers and parents need to pay attention to the negative effects of excessive use among students.