E-Learning systems can support real-time monitoring of learners’ learning desires and effects, thus offering opportunities for enhanced personalized learning. Recognition of the determinants of dyslexic users’ motivation to use e-learning systems is important to help developers improve the design of e-learning systems and educators direct their efforts to relevant factors to enhance dyslexic students’ motivation. Existing research has rarely attempted to model dyslexic users’ motivation in e-learning context from a comprehensive perspective. The present work has conceived a hybrid approach, namely, combining the strengths of qualitative and quantitative analysis methods, to motivation modeling. It examines a variety of factors that affect dyslexic students’ motivation to engage in e-learning systems from psychological, behavioral, and technical perspectives, and establishes their interrelationships. Specifically, the study collects data from a multi-item Likert-style questionnaire to measure relevant factors for conceptual motivation modeling. It then applies both covariance-based (CB-SEM) and variance-based structural equation modeling (PLS-SEM) approaches to determine the quantitative mapping between dyslexic students’ continued use intention and motivational factors, followed by discussions about theoretical findings and design instructions according to our motivation model. Our research has led to a novel motivation model with new constructs of Learning Experience, Reading Experience, Perceived Control, and Perceived Privacy. From both the CB-SEM and PLS-SEM analyses, results on the total effects have indicated consistently that Visual Attractiveness, Reading Experience, and Feedback have the strongest effects on continued use intention.

中文翻译：

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模拟阅读障碍学生在电子学习系统中增强学习的动机

电子学习系统可以支持实时监控学习者的学习愿望和效果，从而为增强个性化学习提供机会。识别阅读障碍用户使用电子学习系统的动机的决定因素对于帮助开发人员改进电子学习系统的设计和教育工作者将他们的努力导向相关因素以增强阅读障碍学生的动机非常重要。现有的研究很少尝试从全面的角度模拟阅读障碍用户在电子学习环境中的动机。目前的工作设想了一种混合方法，即结合定性和定量分析方法的优势来进行动机建模。它从心理、行为、和技术观点，并建立它们的相互关系。具体来说，该研究从多项目李克特式问卷中收集数据，以测量概念动机建模的相关因素。然后应用基于协方差 (CB-SEM) 和基于方差的结构方程建模 (PLS-SEM) 方法来确定阅读障碍学生的持续使用意图和动机因素之间的定量映射，然后讨论理论发现和设计说明根据我们的动机模型。我们的研究导致了一种新颖的动机模型，其中包含学习体验、阅读体验、感知控制和感知隐私的新结构。从 CB-SEM 和 PLS-SEM 分析来看，总体效果的结果一致表明，视觉吸引力、