Influencing Factors of Information-Encountered Learning

Abstract

Information encountering is widely used as a universal and efficient way of information
acquisition. However, it only stays in the information acquisition, and has not yet reached the
deep learning of the encountered information, in view of which, a structural equation model of
the influencing factors of IEL was formed and nine hypotheses were put forward in this paper
after the introduction of the concept of information-encountered learning (IEL for short), on the
basis of two theories (theory of reasoned action and unified theory of acceptance and use of
technology), in combination with the substantive characteristics of encountering leaning, and
selecting 6 potential variables of behavior, behavioral intentions, behavioral attitudes,
self-efficiency, social influence, and facilitating conditions, and 3 regulated variables of gender,
specialties and information adaptability. Then, SPSS16.0 and AMOS21.0 were used to verify the
influencing factors model and hypotheses of IEL. According to the results of empirical analysis,
the degree of influencing factors on the willingness of encountered learning from high to low
was: self-efficiency (0.521), facilitating conditions (0.270), behavioral attitude (0.246), and social
influence (0.216), while the degree of the willingness of encountered learning on the encountered
learning was as high as 78.5%, and gender, specialties and information adaptability played a
regulating role in different paths respectively.