Understanding MOOC discontinuous usage intention: the roles of overload, fatigue, and dissatisfaction.

This study examines the links between information overload, system feature overload, social overload, and expectation disconfirmation with fatigue, dissatisfaction, and discontinuous usage among MOOC learners. We use survey data from Chinese university students, applying the Stressor-Strain-Outcome (SSO) model, cognitive overload theory, and expectation-disconfirmation theory, and test how overload and unmet expectations are associated with emotional burdens, learning experiences, and the intention to disengage. The results indicate that all three overload dimensions were positively associated with usage fatigue. Usage fatigue was also positively associated with dissatisfaction within the specified model. Gender moderated the dissatisfaction-discontinuous usage intention association, which was somewhat stronger among female participants in this sample. This study contributes to research on overload and emotional burden in educational MOOCs. Findings provide theoretical and practical implications for MOOC platform design and learner support.