Factors Influencing Drama and Film Students’ Satisfaction with the Quality of Innovation and Entrepreneurship Courses: A Study Based on a Public University in Hubei Province, China

Zhenlong Li

doi:10.69650/jcdrhs.2026.1467

Authors

Zhenlong Li Program in Educational Administration and Leadership, Graduate School, Assumption University, Hua Mak Campus, Bangkok, Thailand

DOI:

https://doi.org/10.69650/jcdrhs.2026.1467

Keywords:

Innovation and Entrepreneurship Courses, Hubei Province, Responsiveness, Empathy, Course Content Quality, Perceived Usefulness, Course Satisfaction

Abstract

Assessing students’ satisfaction is essential for evaluating the effectiveness of innovation and entrepreneurship courses, yet research on determinants among undergraduate Drama and Film Studies students in China remains limited. This study examines the influence of Responsiveness, Empathy, Course Content Quality, Course Design Quality, Perceived Usefulness, and Self-efficacy on course satisfaction, focusing on a public university in Huanggang, Hubei Province—a key educational hub that has implemented a four-dimensional linkage mechanism integrating policy support, talent development, practical platforms, and financial aid. A quantitative, multi-stage design comprising baseline survey, Instructional Design Intervention (IDI), and post-intervention assessment was employed. A structured questionnaire, validated through expert review (IOC > .67), pilot reliability testing (Cronbach’s α > .688), and cross-cultural checks, was administered to 90 participants, and multiple linear regression was used to assess relationships between variables. A 10-week instructional design intervention with 40 students was evaluated using paired-samples t-tests. Regression results identified four significant predictors (p < .05) of course satisfaction: Perceived Usefulness (β = .277, p = .005), Responsiveness (β = .2482, p = .021), Empathy (β = .247, p = .010), and Course Content Quality (β = .1823, p = .044). Post-intervention, overall satisfaction increased significantly (mean from 3.06 to 3.33, p < .001), with notable gains in Responsiveness, Empathy, Course Content Quality, Perceived Usefulness, and Self-efficacy. The findings validate and extend existing literature, refine the conceptualization of innovation and entrepreneurship education in arts disciplines, and offer empirical guidance for improving curriculum design, instructional practices, and student engagement within the “New Liberal Arts” framework in Hubei Province, China.

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