View in EDS PDF Full Text

Determinants of learners' perceived performance in and loyalty towards a micro-learning setting: A model integrating selfdetermination theory.

Saved in:
Bibliographic Details
Title: Determinants of learners' perceived performance in and loyalty towards a micro-learning setting: A model integrating selfdetermination theory.
Authors: Pham, Hiep-Hung1, An Nguyen, Thai Binh2, Cam-Tu, Vu3, Thi Tran, Ha-Giang4, Thao Phan, Thi Thanh1, Thuc Doan, Thi Phuong1, Nguyen, Linh-Chi1 nlchi@thanhdouni.edu.vn
Source: Australasian Journal of Educational Technology. 2026, Vol. 42 Issue 4, p38-56. 19p.
Subject Terms: *Microlearning, *Student engagement, *Intrinsic motivation, *Online education, Self-determination theory, Need (Psychology), Self-efficacy
Abstract: As digitalisation continues to reshape education and massive open online courses (MOOCs) gain popularity, micro-learning has emerged as a key strategy to enhance learning in both formal and informal settings. Recognising this potential, the present study investigated Vietnamese learners' psychological needs, engagement, satisfaction, perceived performance and loyalty within the context of MOOCs - courses designed around microlearning principles. Through partial least squares structural equation modelling, the findings revealed that autonomy and competence significantly enhanced learner engagement, while relatedness showed no substantial effect. Engagement, in turn, strongly predicted satisfaction, which subsequently influenced both loyalty and perceived performance. Our model accounted for high levels of variance in all endogenous constructs, underscoring the theoretical robustness of self-determination theory in digital learning contexts. This research highlights the critical role of intrinsic motivation and satisfaction in shaping learner behaviour, offering practical implications for instructional designers and educational institutions seeking to enhance micro-learning experiences and foster long-term learner retention and loyalty. [ABSTRACT FROM AUTHOR]
Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 197756233
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Determinants of learners' perceived performance in and loyalty towards a micro-learning setting: A model integrating selfdetermination theory.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Pham%2C+Hiep-Hung%22">Pham, Hiep-Hung</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22An+Nguyen%2C+Thai+Binh%22">An Nguyen, Thai Binh</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Cam-Tu%2C+Vu%22">Cam-Tu, Vu</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Thi+Tran%2C+Ha-Giang%22">Thi Tran, Ha-Giang</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Thao+Phan%2C+Thi+Thanh%22">Thao Phan, Thi Thanh</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Thuc+Doan%2C+Thi+Phuong%22">Thuc Doan, Thi Phuong</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Nguyen%2C+Linh-Chi%22">Nguyen, Linh-Chi</searchLink><relatesTo>1</relatesTo><i> nlchi@thanhdouni.edu.vn</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2026, Vol. 42 Issue 4, p38-56. 19p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Microlearning%22">Microlearning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Intrinsic+motivation%22">Intrinsic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Self-determination+theory%22">Self-determination theory</searchLink><br /><searchLink fieldCode="DE" term="%22Need+%28Psychology%29%22">Need (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: As digitalisation continues to reshape education and massive open online courses (MOOCs) gain popularity, micro-learning has emerged as a key strategy to enhance learning in both formal and informal settings. Recognising this potential, the present study investigated Vietnamese learners' psychological needs, engagement, satisfaction, perceived performance and loyalty within the context of MOOCs - courses designed around microlearning principles. Through partial least squares structural equation modelling, the findings revealed that autonomy and competence significantly enhanced learner engagement, while relatedness showed no substantial effect. Engagement, in turn, strongly predicted satisfaction, which subsequently influenced both loyalty and perceived performance. Our model accounted for high levels of variance in all endogenous constructs, underscoring the theoretical robustness of self-determination theory in digital learning contexts. This research highlights the critical role of intrinsic motivation and satisfaction in shaping learner behaviour, offering practical implications for instructional designers and educational institutions seeking to enhance micro-learning experiences and foster long-term learner retention and loyalty. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=197756233
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.14742/ajet.10612
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 38
    Subjects:
      – SubjectFull: Microlearning
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Intrinsic motivation
        Type: general
      – SubjectFull: Online education
        Type: general
      – SubjectFull: Self-determination theory
        Type: general
      – SubjectFull: Need (Psychology)
        Type: general
      – SubjectFull: Self-efficacy
        Type: general
    Titles:
      – TitleFull: Determinants of learners' perceived performance in and loyalty towards a micro-learning setting: A model integrating selfdetermination theory.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Pham, Hiep-Hung
      – PersonEntity:
          Name:
            NameFull: An Nguyen, Thai Binh
      – PersonEntity:
          Name:
            NameFull: Cam-Tu, Vu
      – PersonEntity:
          Name:
            NameFull: Thi Tran, Ha-Giang
      – PersonEntity:
          Name:
            NameFull: Thao Phan, Thi Thanh
      – PersonEntity:
          Name:
            NameFull: Thuc Doan, Thi Phuong
      – PersonEntity:
          Name:
            NameFull: Nguyen, Linh-Chi
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Text: 2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 14493098
          Numbering:
            – Type: volume
              Value: 42
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Australasian Journal of Educational Technology
              Type: main
ResultId 1