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Integrating TAM and uses and gratifications theory: how Chinese media content preferences predict YouTube-based
1Department of Education, Practice and Society, UCL Institute of Education, University College London, London, United Kingdom.
Introduction:
As Chinese entertainment media become increasingly popular among Thai adolescents, more and more students engage with such content on YouTube outside of school. However, the relationships among content preferences, perceived usefulness, behavioral intention, and self-perceived learning effectiveness have been insufficiently examined.
Methods:
This study combines the Technology Acceptance Model (TAM) and Uses and Gratifications Theory (UGT) to examine these associations in 266 secondary school students (aged 13-19) from two schools in Thailand. Structural equation modeling with bootstrap-based mediation testing was used to analyze data.
Results:
The results indicate that Chinese Media Content Preference (CMCP) positively predicted Perceived Usefulness (PU) (β = 0.593, p < 0.001), PU positively predicted Behavioral Intention to use YouTube to learn Chinese (BI) (β = 0.642, p < 0.001), CMCP directly positively predicted BI (β = 0.353, p < 0.001), and BI positively predicted self-perceived Learning Effectiveness (LE) (β = 0.766, p < 0.001). PU partially mediated the relationship between CMCP and BI, with an indirect effect comprising 74.22% of the total effect.
Discussion:
Overall, the results suggest that content-level gratification can be a significant external antecedent within the TAM framework, with perceived usefulness as the key mechanism linking content preference to use intention. The research provides implications for Chinese-language teachers and content developers who want to utilize entertainment media to teach language.
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