Abstract—A blended learning strategy combines traditional in-person instruction with online education. During the COVID-19 pandemic, traditional face-to-face teaching has been severely challenged. Blended learning, which combines the advantages of traditional learning methods and online learning, has gradually been widely adopted by the majority universities in China. The objective of this quantitative research is to investigate the elements that influence students majoring in painting at Chengdu’s public colleges and universities’ continuance intention to engage in blended learning. The information systems success model, the expectation confirmation model, and the theory of planned behavior provided the intellectual foundation of this research. It is assumed that the five latent variables of information quality, system quality, perceived usefulness, satisfaction, and attitude have the significant impact on continuation intention. The study adopted quantitative research, selected three public colleges and universities in the Chengdu area, and stratified sampling students who had experience in blended learning, obtained valid questionnaires, and explored the key factors affecting college students’ continuous use of blended education in the post-epidemic era. Based on the conclusion of this study: the attitude of the target students had the greatest impact on continuance intention. These factors also provide guidelines for schools to implement blended learning in teaching and learning environments.  
 

Keywords—blended learning, higher education, continuance intention 

Cite: Liwen Hou, "Factors Impact on Fine Art Major Student’s Continuance Intention to Blended Education of the Public Universities in Chengdu Region," International Journal of Learning and Teaching, Vol. 10, No. 2, pp. 317-324, 2024.

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