Research on the Reform of Material Specialized Practical Training Course Based on Informatization Teaching Platform

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Initial model research hypothesis

Code	Research hypothesis	Hypothetical description
H1	PE→→UI	Performance expectations have a significant positive effect on the use of live teaching
H2	EE→→UI	We hope to have a significant positive effect on the use of live teaching in college students
H3	SI→→UI	The social impact has a significant positive effect on the use of live teaching in college students
H4	FC→→UI	The effect of the conditions on the use of live teaching in college students has a significant positive effect
H5	SE→→UI	The self-efficacy is a significant positive effect on the use of live teaching in college students
H6	PP→→UI	The perceived pleasure has a significant positive effect on the use of live teaching
H7	EE→→PE	We hope to have a significant positive effect on the performance expectations of the students’ live teaching in colleges and universities
H8	SI→→PE	The effect of social influence on the performance of students in college students is significantly positive
H9	FC→→EE	The efforts to promote the teaching of college students’ live teaching are expected to have a significant positive effect
H10	SE→→PP	The sense of self-efficacy has a significant positive effect on the perceived pleasure of the teaching of the students
H11	Variable hypothesis	Different gender is different in the model of the students’ live teaching acceptance model
H12		Different grades differ in the different paths of the students’ live teaching acceptance model

SEM4’s fitting

Fitting index	PE	EE	SI	FC	SE	PP
Standard	<4	<0.2	<0.06		>0.7
SEM3	2.965	0.045	0.045	0.966	0.934	0.945
SEM4	2.972	0.045	0.048	0.954	0.934	0.952
Standard	YES	YES	YES	YES	YES	YES

To facilitate the design of conditional measurement

Independent variable	Item number	Subject content
Facilitation condition(FC)	FC1	I have the information equipment (computer, tablet, mobile phone, etc.) that are involved in live teaching
	FC2	I have a network environment that is involved in live teaching
	FC3	The operating system of the broadcast teaching platform (registration, login, viewing) is easy and convenient
	FC4	The video image of the video that I participated in is good
	FC5	If there are software problems such as flash-back in the teaching process, I will be bothered

Correlation analysis results

	PE	EE	SI	FC	SE	PP	UI
PE	1
EE	0.341**	1
SI	0.485**	0.212**	1
FC	0.187**	0.163**	0.132**	1
SE	0.326**	0.274**	0.145**	0.287**	1
PP	0.255**	0.185**	0.189**	0.364**	0.412**	1
UI	0.536**	0.432**	0.282**	0.478**	0.462**	0.459**	1

Social impact measurement design

Independent variable	Item number	Subject content
Social impact(SI)	SI1	If students are involved in live learning, I would like to try to use it
	SI2	People who are important to me recommend live teaching to study and I will be happy to use it
	SI3	In general, the encouragement of schools encourages me to use live learning

Grade variance test

	Levene statistic	df1	df2	Significance
PE	2.093	4	236	0.157
EE	1.141	4	236	0.324
SI	1.05	4	236	0.336
FC	1.759	4	236	0.159
SE	1.003	4	236	0.391
PP	0.914	4	236	0.438
UI	1.062	4	236	0.365

Sensory pleasure measurement design

Independent variable	Item number	Subject content
Perceived pleasure(PP)	PP1	When I was learning live, I felt like time was going fast
	PP2	Live learning will make my learning process more interesting
	PP3	The rich information in live learning can guide me to explore new knowledge well

Self-efficacy measurement design

Independent variable	Item number	Subject content
self-efficacy (SE)	SE1	Difficulties can be achieved in time in the course of live learning
	SE2	I am confident that I can effectively solve the difficulties encountered in the course of live learning
	SE3	I will find a solution in time

Performance expectations design

Independent variable	Item number	Subject content
Performance expectation (PE)	PE1	Broadcast teaching makes teaching resources better
	PE2	Learning through live teaching can take advantage of my scattered learning time
	PE3	Live teaching can greatly arouse my interest in learning
	PE4	Learning through live teaching can improve my learning efficiency

SEM1 is a good thing

Fitting index	PE	EE	SI	FC	SE	PP
Standard	<2	<0.2	<0.06		>0.7
SEM1	7.245	0.005	0.137	0.851	0.83	0.871
Quasi fit	NO	YES	NO	NO	NO	NO

Use the willingness to measure the design

Independent variable	Item number	Subject content
Use will(UI)	UI1	If the equipment resources are adequate, I would like to use live learning
	UI2	I hope to continue to use live learning in the future
	UI3	I am looking forward to the popularization of live learning in the general school

Descriptive statistical analysis of variables

Variable	Measuring index	Mean	Variable mean	Degree of bias		Kurtosis
				Statistic	Standard error	Statistic	Standard error
PE	PE1	3.5	3.67	-0.637	0.154	-0.019	0.315
	PE2	3.81		-0.571	0.154	-0.334	0.315
	PE3	3.58		-0.67	0.154	-0.197	0.315
	PE4	3.78		-0.749	0.154	0.046	0.315
EE	EE1	3.64	3.64	-0.743	0.154	-0.259	0.315
	EE2	3.5		-0.631	0.154	0.046	0.315
	EE3	3.77		-0.656	0.154	-0.236	0.315
SI	SI1	3.68	3.75	-0.581	0.154	-0.22	0.315
	SI2	3.74		-0.637	0.154	-0.428	0.315
	SI3	3.82		-0.635	0.154	-0.064	0.315
FC	FC1	3.6	3.65	-0.54	0.154	-0.477	0.315
	FC2	3.86		-0.386	0.154	-0.468	0.315
	FC3	4.09		-0.894	0.154	0.404	0.315
	FC4	3.31		-0.529	0.154	-0.284	0.315
	FC5	3.4		-0.541	0.154	-0.285	0.315
SE	SE1	4.06	3.61	-0.622	0.154	-0.147	0.315
	SE2	3.17		-0.802	0.154	0.58	0.315
	SE3	3.6		-0.844	0.154	0.183	0.315
PP	PP1	3.75	3.91	-0.969	0.154	0.429	0.315
	PP2	4.08		-0.86	0.154	0.156	0.315
	PP3	3.89		-0.89	0.154	0.164	0.315
UI	UI1	3.72	3.62	-0.71	0.154	0.315	0.315
	UI2	3.25		-0.841	0.154	0.155	0.315
	UI3	3.44		-0.784	0.154	0.185	0.315

Independent sample t test results of gender variables

Variable		Levene test of variance				T test of the mean equation
		F	Sig.	t	df	sig.2	Mean difference	Standard error difference
PE	The variance is equal	35.462	0.000	-0.953	232	0.338	-0.11823	0.12465
	Assumed variance			-0.914	202.31	0.34	-0.11224	0.12008
EE	The variance is equal	29.445	0.000	-1.066	232	0.303	-0.12734	0.12526
	Assumed variance			-1.068	205.641	0.297	-0.12896	0.12317
SI	The variance is equal	27.166	0.000	-0.157	232	0.855	-0.01999	0.12053
	Assumed variance			-0.177	211.35	0.896	-0.01837	0.1197
FC	The variance is equal	30.337	0.000	-2.505	232	0.028	-0.29402	0.11951
	Assumed variance			-2.562	185.34	0.001	-0.29682	0.1122
SE	The variance is equal	56.103	0.000	-3.222	232	-0.014	-0.37886	0.11881
	Assumed variance			-3.263	206.67	0.031	-0.37806	0.11584
PP	The variance is equal	47.906	0.000	-2.592	232	0.021	-0.32811	0.12984
	Assumed variance			-2.665	208.34	0.006	-0.33457	0.12505
UI	The variance is equal	38.62	0.000	-2.315	232	0.025	-0.33654	0.11546
	Assumed variance			-2.666	205.64	0.026	-0.31521	0.13624

Try to expect the design of the measurement

Independent variable	Item number	Subject content
Effort expectation (EE)	EE1	It’s easy for me to learn to use live broadcasts skillfully
	EE2	Communicating with classmates or teachers in live teaching is clear and easy to understand
	EE3	I can adapt to live teaching quickly

Grade analysis

	PE	EE	SI	FC	SE	PP	UI
F	1.133	0.76	1.34	0.946	1.734	0.357
Significance	0.349	0.564	0.256	0.439	0.12	0.803

SEM4 non-standardized regression analysis

	Estimate	S.E.	C.R.	P
H1	1.073	0.062	20.043	***
H2	0.387	0.037	6.18	***
H3	0.359	0.083	9.467	***
H4	0.599	0.03	12.738	***
H5	0.144	-0.004	3.641	***
H6	0.485	0.071	12.658	***
H7	0.257	0.056	7.817	***
H8	0.449	0.041	8.785	***
H9	0.317	0.089	4.232	***
H10	0.42	0.069	6.102	0.036