Booklovers' world: An examination of factors affecting continued usage of social cataloging sites

Abstract

Little is known about what factors influence users' continued use of social cataloging sites. This study therefore examines the impacts of key factors from theories of information systems (IS) success and sense of community (SOC) on users' continuance intention in the social cataloging context. Data collected from an online survey of 323 social cataloging users provide empirical support for the research model. The findings indicate that both information quality (IQ) and system quality (SQ) are significant predictors of satisfaction and SOC, which in turn lead to users' intentions to continue using these sites. In addition, SOC was found to affect continuance intention not only directly, but also indirectly through satisfaction. Theoretically, this study draws attention to a largely unexplored but essential area of research in the social cataloging literature and provides a fundamental basis to understand the determinants of continued social cataloging usage. From a managerial perspective, the findings suggest that social cataloging service providers should constantly focus their efforts on the quality control of their contents and system, and the enhancement of SOC among their users.

System and content factors associated with college students’ adoption of YouTube for learning purposes

“…Items Sources Reliability YouTube operates reliably YouTube performs reliably The operation of YouTube is dependable Lee et al (2009), Petter and McLean (2009), Yakubu and Dasuki (2018) Usability YouTube is easy to use for learning purposes YouTube is well-organized for learning purposes YouTube is user friendly for learning purposes Chintalapati and Daruri (2017), Maziriri et al (2020), Zhang (2009) Searchability YouTube provides an effective search tool It is easy to search the content on YouTube for my learning topics I can easily find the content for my learning topics on YouTube Bock et al (2008), Buzzetto-More (2014, Umar et al (2018) Provider interaction I feel that I interact with the content provider(s) when watching their videos I have a feeling of closeness with the content provider(s) when watching their videos I feel that I am connected with the content provider(s) when using their content Choi and Joo (2016a) Her research interests include using cultural heritage metadata as data for teaching, discovery and research; non-traditional forms of engagement with digital archival materials; scalable approaches to digital preservation and repository management for small-and medium-size institutions; and exploring how technology can help leverage digitized and digital cultural heritage materials to further scholarship, discovery and use of cultural heritage materials. She can be reached at elizabeth.james1@mail.wvu.edu Soohyung Joo is an Associate Professor in the School of Information Science at the University of Kentucky.…”

Explaining student loyalty towards using WhatsApp in higher education: an extension of the IS success model

“…The impact of motivational factors (system characteristics and social factors) might not be equal among students with different emotional connections. Emotional connection reflects the fact that users develop bonds with other community members through positive interaction over time (Choi and Joo, 2016). The closer students feel in their relationships in WhatsApp, the more likely it is that the use of WhatsApp for educational purposes will be satisfying.…”

To be a Bookeater

“…According to national surveys as well as local studies, the number of ardent readers decreases signifi cantly in the transition from childhood to adolescence (Danish Ministry of Culture, 2012;Rutherford et al, 2017). However, as implied by Merga, by participating in online literary fora, combining the 'old literacy' of book reading with new digitally and socially oriented literacies (Scharber, 2009), adolescents can obtain a sense of community (McMillan & Chavis, 1986;Choi & Joo, 2016) that may contribute to the maintenance or intensifi cation of their reading habits as well as the development of social capital (Birr Moje, 2008). Th is means, correspondingly, that literary online fora off er access for researchers to further our understanding of adolescents' perceptions of literature and self-perceptions as readers as well as of the signifi cance of literary communities as a social context for these expressions (see also Driscoll & Rehberg Sedo, 2019).…”