Modeling the continuance usage intention of online learning environments

Dağhan, Gökhan; Akkoyunlu, Buket

doi:10.1016/j.chb.2016.02.066

Cited by 183 publications

(183 citation statements)

References 94 publications

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“…In addition, researches also adopted the mixed models for this issue. For example, Daǧhan and Akkoyunlu [13] argued that confirmation of the usage of online learning environments could be explained by the information quality, system quality, and service quality. Wu and Chen [14] investigated the continuance intention of the use of massive open online courses (MOOCs), which is one style of online learning, and argued that perceived usefulness and attitude are critical factors.…”

Section: Introductionmentioning

confidence: 99%

Investigating Users’ Continued Usage Intentions of Online Learning Applications

Yang

Liu

et al. 2019

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Understanding users’ continued usage intentions for online learning applications is significant for online education. In this paper, we explore a scale to measure users’ usage intentions of online learning applications and empirically investigate the factors that influence users’ continued usage intentions of online learning applications based on 275 participant data. Using the extended Technology Acceptance Model (TAM) and the Structural Equation Modelling (SEM), the results show that males or users off campus are more likely to use online learning applications; that system characteristics (SC), social influence (SI), and perceived ease of use (PEOU) positively affect the perceived usefulness (PU), with coefficients of 0.74, 0.23, and 0.04, which imply that SC is the most significant to the PU of online learning applications; that facilitating conditions (FC) and individual differences (ID) positively affect the PEOU, with coefficients of 0.72 and 0.37, which suggest that FC is more important to the PEOU of online learning applications; and that both PEOU and PU positively affect the behavioral intention (BI), with coefficients of 0.83 and 0.51, which indicate that PEOU is more influential than PU to users’ continued usage intentions of online learning applications. In particular, the output quality, perceived enjoyment, and objective usability are critical to the users’ continued usage intentions of online learning applications. This study contributes to the technology acceptance research field with a fast growing market named online learning applications. Our methods and results would benefit both academics and managers with useful suggestions for research directions and user-centered strategies for the design of online learning applications.

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Section: Introductionmentioning

confidence: 99%

Investigating Users’ Continued Usage Intentions of Online Learning Applications

Yang

Liu

et al. 2019

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“…ECM reveals the variables that influence the continuance usage intention of individuals in the area of information technologies [68]. The variables include perceived usefulness, confirmation, satisfaction and continuance intention.…”

Section: Introductionmentioning

confidence: 99%

Task-technology Fit Aware Expectation-confirmation Model towards Understanding of MOOCs Continued Usage Intention

Ouyang¹,

Tang²,

Rong³

et al. 2017

Proceedings of the Annual Hawaii International Conference on System Sciences

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“…Second, past research mainly explored how the online learning system influences learners' usage behavior through the expectation confirmation model [13]. Scholars suggest that except for confirming whether the usage system in the teaching information system usage context can bring about advantages, the influence of the system on continuance intention from the hedonic viewpoint is rarely discussed [13] [14]. Therefore, this study added entertaining learning experiences so as to more fully predict users' intention to continue using English mobile applications software.…”

Section: Resultsmentioning

confidence: 99%

Exploring the Antecedents of Mobile Application Usage in the Context of English Learning

Wang¹,

Lin²,

Huang

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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With the popularization of wireless network and mobile technology, integration of technology into teaching has gradually become indispensable in teaching and learning. In order to probe into the factors influencing learners' continued use of English Learning Apps (ELAPPs), this study uses the Expectation-Confirmation Theory (practical viewpoint) as the theoretical basis for development of research model and combines the Flow Theory (hedonic viewpoint) to propose an integrated research model, thereby exploring the factors that influence learners' continued use of ELAPPs and explaining why people continued use ELAPPs. In this study, an online questionnaire was conducted. A total of 289 valid samples were collected and analyzed using a structural equation modeling (SEM) approach. The results of the study show that user satisfaction, perceived usefulness, and flow experience play a significant role in the learners' continued use of ELAPP services. Among others, the flow experience is an important factor that influences the learner's continued use of ELAPPs. In addition, the study also found that perceived skills and perceived challenges have a positive impact on learners' flow experience, showing that in the context of mobile learning-oriented information systems, learners generate flow perception only when they are able to challenge the use of the content of teaching materials in the learning process. The implications of these findings are discussed.

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Modeling the continuance usage intention of online learning environments

Cited by 183 publications

References 94 publications

Investigating Users’ Continued Usage Intentions of Online Learning Applications

Investigating Users’ Continued Usage Intentions of Online Learning Applications

Task-technology Fit Aware Expectation-confirmation Model towards Understanding of MOOCs Continued Usage Intention

Exploring the Antecedents of Mobile Application Usage in the Context of English Learning

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