E-learning satisfaction and retention: a concurrent perspective of cognitive absorption, perceived social presence and technology acceptance model

Abstract

Purpose The purpose of this study is to concurrently test the effect of cognitive absorption and perceived social presence on technology acceptance model core variables, e-satisfaction and e-retention among undergraduate students of Northern Malaysian public universities. Design/methodology/approach To empirically test the model, the authors developed quantitative research by collecting data from 730 undergraduate students of public universities in the Northern states of Malaysia. Partial least squares–structural equation modeling was used to analyze the data. Findings The results of the study reveal that cognitive absorption has a direct significant and positive effect on perceived usefulness and perceived ease of use of e-learning platforms and an indirect effect on e-satisfaction and e-retention. Equally, perceived social presence has a direct positive and significant effect on perceived ease of use and an indirect effect on e-satisfaction and e-retention, while e-satisfaction positively and significantly influences electronic retention. However, perceived social presence has an insignificant effect on perceived usefulness. Practical implications The findings of this study provide insights to practitioners, academia and university management, policymakers, designers and marketers on how to use the selected variables to improve the e-learning systems generally, and LearningZone Moodle in particular. Originality/value Several studies have been conducted in the domain of electronic learning; none of them, however, concurrently linked cognitive absorption and perceived social presence with technology acceptance model core factors to predict e-satisfaction and e-retention using LearningZone Moodle. This study helps the research community to fill this gap as the literature lacks a concerted discussion concerning these variables to significantly predict e-satisfaction and e-retention in an online learning context.

Visualising weekly learning outcomes (VWLO) and the intention to continue using a learning management system (CIU): the role of cognitive absorption and perceived learning self-regulation

“…Another paper, by Léger et al (2014), studied 36 students, and concluded that cognitive absorption has a significant effect on the learning outcomes. Therefore, scholars have found in e-learning systems a close association between the PCA and the intention to continue use, as in the study by Venter and Swart (2018) on a computer science undergraduate programme in South Africa on learning simulation modelling and as in the study of 730 undergraduate students in Malaysia who used an e-learning platform (Salimon et al, 2021). On the same lines, the present study proposes that improving the learner's PCA will accordingly intensify the CIU.…”

“…Since the PCA can improve the effective use of applications (Moreno et al, 2016). Similarly, Salimon et al (2021) found that the PCA affects the perception of usefulness of the e-learning platform. Taking this approach to deduction, it can be extrapolated that the PCA from using LMS positively affects the PLSR from it.…”

Students' Perspective Towards Online Proctoring in Exams During Covid-19

“…Researchers also used the technology acceptance model (TAM) to measure the satisfaction of e-learning. Specific hypotheses were tested and evaluated for the quality and effectiveness of e-learning (Salimon et al, 2021). Other researchers use the value-based adoption model (VAM), which measures the acceptance of e-learning (Al-Maroof et al, 2021).…”

Sustained Use of Virtual Meeting Platforms for Classes in the Post-Coronavirus Era: The Mediating Effects of Technology Readiness and Social Presence

“…As such, there are existing studies that confirm the technology-related characteristics of participants through the relationship between TR and the TAM [42][43][44][45][46]. Furthermore, there are studies that have affirmed the relationship between technology acceptance and SP [47,48], but the context is limited to e-learning or distance learning. These existing studies, which integrate the TAM and TR perspectives, indicate that a positive attitude toward the technology of virtual meeting platforms leads to stronger experiences of ease of use and usefulness, stronger engagement with the course, and a stronger experience of SP during the course.…”