Antecedents of student MOOC revisit intention: Moderation effect of course difficulty

In response to the research gap in the current literature regarding the low student retention of Massive Open Online Courses (MOOCs), this study uses task-technology fit theory to understand how MOOCs’ technological factors in three dimensions (i.e., course vividness, teacher subject knowledge, and interactivity) influence students’ revisiting of MOOCs. Going deeper, this study also takes course difficulty into consideration and investigates the...