Students’ participation intention in an online discussion forum: Why is computer-mediated interaction attractive?

Yang, Xue; Yan, Li; Tan, Chuan‐Hoo; Teo, Hock-Hai

doi:10.1016/j.im.2007.04.003

Cited by 72 publications

(47 citation statements)

References 28 publications

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“…IS researchers have extended utilitarian and hedonic concepts to distinguish IS system [23], to rationalize user experience constructs such as playfulness, cognitive absorption, and visual appeal [e.g., 4], and to understand technology adoption outcomes [28].…”

Section: The Development Of Utilitarian and Hedonic Gratificationsmentioning

confidence: 99%

It is not for fun: An examination of social network site usage

Ryan

Prybutok

et al. 2012

Information & Management

342

200

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A B S T R A C TSocial networking sites (SNS) have become a significant component of people's daily lives and have revolutionized the ways that business is conducted, from product development and marketing to operation and human resource management. However, there have been few systematic studies that ask why people use such systems. To try to determine why, we proposed a model based on uses and gratifications theory. Hypotheses were tested using PLS on data collected from 148 SNS users. We found that user utilitarian (rational and goal-oriented) gratifications of immediate access and coordination, hedonic (pleasure-oriented) gratifications of affection and leisure, and website social presence were positive predictors of SNS usage. While prior research focused on the hedonic use of SNS, we explored the predictive value of utilitarian factors in SNS. Based on these findings, we suggest a need to focus on the SNS functionalities to provide users with both utilitarian and hedonic gratifications, and suggest incorporating appropriate website features to help users evoke a sense of human contact in the SNS context.

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Section: The Development Of Utilitarian and Hedonic Gratificationsmentioning

confidence: 99%

It is not for fun: An examination of social network site usage

Ryan

Prybutok

et al. 2012

Information & Management

342

200

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“…Various kinds of meaningful interaction in social constructivism influence online learning (Woo & Reeves, 2007). In addition, peer pressure positively influences participation intention to online discussion (Yang, Li, Tan, & Teo, 2007). Social ability such as interaction, bonding, networking and communication encourages people to use online learning systems (Appendix, PSA 1-3).…”

Section: Research Hypothesesmentioning

confidence: 99%

“…Investigation of the relationship between students' academic motivation and social ability in online learning environments suggests that perceived social ability affects students' behavioral intention to accept online learning systems Yang et al, 2007). Student satisfaction with online courses increases when they feel involved and have strong relationships with members in the learning community (Robinson & Hullinger, 2008).…”

Section: Onlinementioning

confidence: 99%

Determinants of Intent to Continue Using Online Learning: A Tale of Two Universities

Brahmasrene

Lee

2012

IJIKM

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This paper examines the determinants of intent to continue using online learning. The success of online learning programs depends not only on students' satisfaction but also their intent to continue using it. Unlike the recent research under this topic, its antecedent model consists of the following three components that affect learners' intent to continue using online learning: perceived social ability, online learning readiness, and perceived usefulness. Eight hundred and seventy-two samples collected from students in online business classes from two universities in the United States and South Korea were analyzed using factor analysis, structural equation model techniques, and independent sample t-statistics. Perceived social ability, online learning readiness, and perceived usefulness are significant predictors of intent to continue using online learning in both groups. However, there is a significant difference between these groups in terms of online learning readiness and perceived usefulness of online learning systems.

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“…Some researchers have demonstrated that extrinsic motivations, such as reputation, have significant effects on the intention to participate in video-sharing online communities [11], online discussion forums [12], Wikipedia [13], and online travel communities [14]. Therefore, we propose the following hypotheses:…”

Section: Hypotheses and Research Modelmentioning

confidence: 99%