Determinants of learners’ perceived performance in and loyalty towards a micro-learning setting: A model integrating self-determination theory

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 micro-learning 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.

Implications for practice or policy:

• MOOC providers should boost engagement by integrating self-paced, interactive and case-based learning into micro-learning environments.
• Educators should use tools like discussion boards and collaborative tasks to enhance learner-to-learner engagement, addressing the limited role of relatedness.
• Educational institutions and policymakers could support formalising micro-learning by embedding it as a core component of full-time hybrid curricula and interleaving it across all online and distance learning programmes.