From flipped classroom quality to student continuance intention: The role of student attitudes and innovativeness

This research uses a Stimulus-Organism-Response framework to examine how five dimensions of flipped classroom quality are associated with student continuance intention through hedonic and utilitarian attitudes. The study also investigates the moderating role of student innovativeness in the relationship between student attitudes and their intention to continue using an advanced pedagogical method. Based on data collected from 263 university students in Vietnam, partial least squares structural equation modelling revealed that the perceived usefulness (of both online course and online platform) and physical classroom interaction are positively associated with both hedonic and utilitarian attitudes. Ease of use of the online course is not significantly associated with either attitude, while the ease of use of an online platform is statistically related only to hedonic attitude. Hedonic attitude is positively associated with continuance intention, whereas the direct association between utilitarian attitude and continuance intention is not significant. The moderation analysis results suggest that personal innovativeness conditions the attitude-continuance intention relationship: the positive association between hedonic attitude and continuance intention becomes less pronounced among more innovative students, while the association between utilitarian attitude and continuance intention becomes statistically significant among them. These findings expand the current literature by differentiating the affective and cognitive pathways in student adoption of technology-integrated pedagogy and highlighting the conditional role of individual traits such as personal innovativeness.