Abstract
Acknowledging the growing preference of university students for studying on the Bilibili platform, this study explores their motivations using the theory of transactional distance and social identity theory. The research investigates the relationship between perceived interactivity and students’ continuance intention to study on Bilibili, with self-identity and social identity as mediating variables. The study also integrates emotional needs, based on social identity theory, as a moderating variable. Data from 371 valid survey responses out of 384 potential participants, predominantly senior students regularly using Bilibili for study, were analyzed. The findings reveal that perceived interactivity positively influences students’ self-identity and social identity, which significantly enhances their intention to continue using Bilibili for educational purposes. The research demonstrates that perceived interactivity indirectly affects continuance intention, mediated by self-identity and social identity, while emotional needs positively moderate this mediating process.
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This research was supported by National Social Science Fund of. China (19CGL067), the Nan**g University of Finance and Economics Innovation Team Project (KYCTD202201), and Postgraduate Research & Practice Innovation Program of Jiangsu Province.
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Yang, J., Zhang, T., Gao, J., Bao, Z., Liang, H., Zhang, H. (2024). Why College Students Prefer to Study on Online Video-Sharing Platforms: The Case of Bilibili Platform. In: Tu, Y.P., Chi, M. (eds) E-Business. New Challenges and Opportunities for Digital-Enabled Intelligent Future. WHICEB 2024. Lecture Notes in Business Information Processing, vol 515. Springer, Cham. https://doi.org/10.1007/978-3-031-60264-1_15
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