Modelling the effects of emotional engagement and peer interaction on the continuous intention to use asynchronous e-learning

Abstract

Even though asynchronous e-learning has become popular among universities, few studies have examined how students intend to continue using it for their learning. This study proposed a theoretical model that aims to examine the effects of external factors—emotional engagement and peer interaction—and two constructs of technology acceptance model (TAM) on students’ continuous intention to use asynchronous e-learning. A total of 259 students participated in a survey. The data were analysed using two steps in SEM AMOS. confirmatory factor analysis was conducted for assessing model measurement, and structural equation modelling was applied for assessing relationships among constructs and testing hypothesis. The results showed that emotional engagement had a significant effect on students’ continuous intention to use asynchronous e-learning through the perceived ease of use of asynchronous e-learning and not through its perceived usefulness. Furthermore, peer interaction had a significant effect on students’ continuous intention to use asynchronous e-learning. Moreover, the constructs of the technology acceptance model—perceived ease of use and perceived usefulness—had direct and significant effects on students’ continuous intention to use asynchronous e-learning. Several implications and suggestions were discussed.