Exploring the use of double-speed video playback in a fast-paced society through structural equation modeling
Abstract In a fast-paced society, users habitually use double-speed function when playing videos. Exploring the influence mechanism of users’ intention to use the double-speed function has applications for optimizing video platforms’ double-speed function, enhancing the user experience, and alleviat...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2025-07-01
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| Series: | Scientific Reports |
| Subjects: | |
| Online Access: | https://doi.org/10.1038/s41598-025-09525-7 |
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| Summary: | Abstract In a fast-paced society, users habitually use double-speed function when playing videos. Exploring the influence mechanism of users’ intention to use the double-speed function has applications for optimizing video platforms’ double-speed function, enhancing the user experience, and alleviating time anxiety. On the basis of the Technology Acceptance Model, we integrated perceived entertainment, subjective norms, system quality, and content quality to construct a hypothetical model of users’ intention to use the double-speed function. We obtained 360 valid samples through an online questionnaire survey, analyzing the results using structural equation model validation and mediation effect tests. The findings showed that: The key factors influencing users’ intention to use the double-speed function were perceived usefulness and attitude. Subjective norms and perceived entertainment did not directly and significantly affect users’ intention to use the double-speed function. However, through a mediating effect, these factors can have a positive impact on users’ intention to use the double-speed function. The quality of video content on platforms did not have a significant negative effect on users’ intention to use the double-speed function. Additionally, users also played videos with high-quality content at double-speed. These unique findings are the contributions of this study. |
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| ISSN: | 2045-2322 |