Role of Personalization in Continuous Use Intention of Mobile News Apps in India: Extending the UTAUT2 Model

Cheng, Yueqiang; Sharma, Saurabh; Sharma, Prashant; Kulathunga, K.M.M.C.B.

doi:10.3390/info11010033

Cited by 36 publications

(17 citation statements)

References 93 publications

(161 reference statements)

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“…Acceptance of technology-based learning is a hot topic in research nowadays (Cheng et al, 2020 ; Kumar & Chand, 2019 ). Several models have been used over the past years by researchers to investigate the acceptance of technology among students (Kumar & Bervell, 2019 ); these include the Technology Acceptance Model (TAM) (Davis, 1989 ), Model of Behavior (Davis et al, 1992 ), planned behavior theory (TPB) (Ajzen, 1991 ), Decomposed Theory of Planned Behavior (Taylor & Todd, 1995 ), personal computer use model (Thompson et al, 1991 ), diffusion of innovation theory (Rogers, 1995 ), and social cognitive theory (Compeau & Higgins, 1995 ).…”

Section: Introductionmentioning

confidence: 99%

College students’ reception of social networking tools for learning in India: an extended UTAUT model

Alvi

2021

Smart Learn. Environ.

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The term Social Networking Tools is used for social media applications accessible via mobile devices/smartphones; their use has become ubiquitous among college students, especially after the COVID 19 Pandemic, due to which the institutes of Higher education were shut down. A research gap was identified as the students’ acceptance of these learning tools has not been studied to the best of the author’s information, in India. The current study employs the conceptual model based on the UTAUT model by Venkatesh et al. (MIS Q 27(3):425–478, 2003), extended and modified by Khechine et al. (Br J Educ Technol 51 2306–2325, 2020. 10.1111/bjet.12905). The sample comprised 305 students, 48 females (15.7%) and 257 males (84.3%), with an average age of 18 years. Partial least squares structural equation modeling (PLS-SEM), a methodology of structural equation modeling which allows the assessment of any complex cause-effect model comprising latent variables was used for assessing the hypothesized model using SmartPLS version 3.2.9. The results show that the college students were impacted by Performance Expectancy PE, Effort expectancy EE, and Social Influence SI in shaping their behavioral intention BIU; Facilitating conditions FC and Intrinsic Values IV didn’t influence their behavioral intention. However, their behavioral intention BIU and their Intrinsic Values (IV) influenced their intention to use (IU) social networking tools for learning for Higher education, in the Indian context.

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Section: Introductionmentioning

confidence: 99%

College students’ reception of social networking tools for learning in India: an extended UTAUT model

Alvi

2021

Smart Learn. Environ.

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“…Facilitating conditions (FC), similar to perceived behavioral control in the theory of planned behavior (TPB) (Boonsiritomachai & Pitchayadejanant, 2017), means that users possess the required resources and expertise to use a given technology (Y. Cheng et al, 2020). Further, FC refers to the extent to which individuals believe that both technical and organizational infrastructure exist to support the use of a particular technology (Venkatesh et al, 2003), and it reflects an individual's perceptions about his/her control over a behavior (Venkatesh et al, 2008).…”

Section: Facilitating Conditions (Fc)mentioning

confidence: 99%

Students’ Continuance Intention to Use Moodle: An Expectation-Confirmation Model Approach

Rabaa'i

ALmaati

Zhu

2021

IJIKM

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Aim/Purpose: This study aims at investigating the factors that influence students’ continuous intention to use Moodle, as an exemplar of learning management systems (LMSs), in the post-adoption phase. Background: Higher education institutions (HEIs) have invested heavily in learning management systems (LMSs), such as Moodle and BlackBoard, as these systems enhance students’ learning and improve their interactions with the educational systems. While most studies on LMSs have focused on the pre-adoption or acceptance phases of this technology, the determinant factors that influence students’ continuance intention to use LMSs have received less attention in the information systems (IS) literature. Methodology: The theoretical model for this study was primarily drawn from the expectation-confirmation model (ECM). A total of 387 Kuwaiti students, from a private American University in the State of Kuwait, participated in this study. Partial least squares (PLS) was employed to analyze the data. Contribution: This study contributes to the existing scientific knowledge in different ways. First, this study extends the expectation confirmation model (ECM) by integrating factors that are important to students’ continuous intention to use LMSs, including system interactivity, effort expectancy, attitude, computer anxiety, self-efficacy, subjective norms, and facilitating conditions. Second, this study adds on a Kuwaiti literature context by focusing on the continuous intention to use LMSs, which is, to the best of our knowledge, the first study that extends and empirically assesses the applicability of the ECM in the LMSs context in a developing country – Kuwait. Third, this study conceptually and empirically differentiates between satisfaction and attitude, as two separate affect constructs, which were taken as interchangeable factors in ECM, and were disregarded by a large number of prior ECM studies concerned with continuous use intention. Finally, this study aims to assist HEIs, faculty members, and systems’ developers in understanding the main factors that influence students’ continuance use intention of LMSs. Findings: While subjective norms were not significant, the results mainly showed that students’ continuous intention to use Moodle is significantly influenced by performance expectancy, effort expectancy, attitude, satisfaction, self-efficacy and facilitating conditions. The study’s results also confirmed that satisfaction and attitude are two conceptually and empirically different constructs, conflicting with the views that these constructs can be taken as interchangeable factors in the ECM. Recommendations for Practitioners: This study offers several useful practical implications. First, given the significant influence of system interactivity on performance expectancy and satisfaction, faculty members should modify their teaching approach by enabling communication and interaction among instructors, students, and peers using the LMS. Second, given the significant influence of performance expectancy, satisfaction, and attitude on continuous intention to use the LMS, HEIs should conduct training programs for students on the effective use of the LMS. This would increase students’ awareness regarding the usefulness of the LMS, enhance their attitude towards the LMS, and improve their satisfaction with the system. Third, given the significant role of effort expectancy in influencing performance expectancy, attitude, and students’ continuous intention to use Moodle, developers and system programmers should design the LMS with easy to use, high quality, and customizable user interface. This, in turn, will not only motivate students’ performance expectancy, but will also influence their attitude and continuous intention to use the system. Recommendation for Researchers: This study conceptually and empirically differentiates between satisfaction and attitude, as two separate affect constructs, which were taken as interchangeable factors in ECM and were disregarded by a large number of prior ECM studies concerned with continuous use intention. Hence, it is recommended that researchers include these two constructs in their research models when investigating continuous intention to use a technology. Impact on Society: This study could be used in other countries to compare and verify the results. Additionally, the research model of this study could also be used to investigate other LMSs, such as Blackboard. Future Research: This study focused on how different factors affected students’ continuous intention to use Moodle but did not consider all determinants of successful system, such as system quality, information quality, and instructional as well as course content quality. Thus, future research should devote attention to the effects of these quality characteristics of LMS.

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“…In spite of the need to comprehend what consumers are expecting with the aim of increasing App sales, very limited research is available on why and how consumers decide to purchase paid mobile Apps. Specifically, most of the research in this field has primarily been directed to tackling issues of App adoption (e.g., [14,15]), App design and development (e.g., [16,17]), and App usage (e.g., [18,19]). It is worth noting that mobile App adoption is, to some extent, different from App purchase.…”

Section: Introductionmentioning

confidence: 99%

What Makes Consumers Purchase Mobile Apps: Evidence from Jordan

Al-Adwan

Sammour

2020

JTAER

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Mobile applications (mobile Apps) have changed the ecosystem of the business world. The rapid progression in the market for smart devices and mobile Apps has brought about a revolution with regard to the mobile Apps’ economy. The major revenue stream of this economy is the sale of mobile Apps, with such sales being expected to increase dramatically every year. However, in spite of this, a considerable number of mobile Apps fail to capture consumers’ attention. Additionally, in developing countries such as Jordan, there is lack of research into understanding and determining the major factors that influence consumers’ decisions to purchase mobile Apps. Accordingly, the main objective of this study is to identify the key factors that Jordanian consumers consider in determining whether or not to purchase mobile Apps for their smartphones. To achieve this objective, a mixed-methods approach is adopted. An exploratory study involving a qualitative methods approach (interviews with consumers) is first conducted in order to determine the factors that influence consumers’ purchase behavior decisions. Then, a confirmatory study that employs a quantitative approach (a survey questionnaire) is undertaken to test the proposed model, the building of which is based on the findings of the exploratory study. The results indicate that seven factors are recognized as being pre-eminent when it comes to decisions to purchase mobile Apps. These factors include the price value of the App, App performance, App enjoyment, App trialability, electronic word-of-mouth (eWOM) about the App, App technical reliability and App usefulness. While this study advances our understanding of the main factors that influence mobile Apps purchase, it also reveals useful implications for mobile Apps publishers and developers, in order to promote and increase the sales of Apps.

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Role of Personalization in Continuous Use Intention of Mobile News Apps in India: Extending the UTAUT2 Model

Cited by 36 publications

References 93 publications

College students’ reception of social networking tools for learning in India: an extended UTAUT model

College students’ reception of social networking tools for learning in India: an extended UTAUT model

Students’ Continuance Intention to Use Moodle: An Expectation-Confirmation Model Approach

What Makes Consumers Purchase Mobile Apps: Evidence from Jordan

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