Abstract: 【Purpose/significance】Researching on MOOC users' willingness to acquire knowledge can assist the MOOC platform to op⁃timize information resource management and improve their quality of information services, which are of great significance to the sus⁃tainable development of the MOOC platform.【Method/process】Taking "MOOC of Chinese universities" as the research object, this pa⁃per constructeda model of the influence factors of learners' knowledge acquisition willingness based on heuristic-systematic model.We collected data through web crawlers, and the research hypothesis was empirically analyzed by multiple linear regression methods.Finally, we tested the robustness of the results.【Result/conclusion】The results show that: curriculum features and teacher characteris⁃tics as heuristic cues, and review features as systematic cues can affect learners' knowledge acquisition intention. Specifically, the na⁃
tional excellent courses, the number of teachers' fans and the number of teachers' replies positively affect learners' willingness to ac⁃quire knowledge. Course score, score difference and comment text length negatively affect learners' knowledge acquisition intention,while the proportion of neutral comments has no significant impact on learners' knowledge acquisition intention. Curriculum scoring plays a negative moderating role in the process that the differences of scores affect learners' willingness to acquire knowledge.【Innova⁃tion/limitation】Improving the theoretical framework of the research field of learners' willingness to acquire knowledge in online educa⁃tion environment, which is of great significance for MOOC platform to improve the level of information service.