System Quality and Student’s Acceptance of the E-learning System: The Serial Mediation of Perceived Usefulness and Intention to Use

Abstract

This study explores the mechanism through which system quality influences e-learning system acceptance. Precisely, this study aims to examine how perceived usefulness and intention to use serially mediate the impact of system quality on actual use. The data were collected from three public universities in Jordan. Structural equation modeling was employed to examine 336 questionnaires. The findings reveal that system quality significantly affects perceived usefulness and intention to use, perceived usefulness significantly affects intention to use and actual use, where the intention to use significantly affects actual use of the e-learning system as well. Furthermore, the study also confirms that system quality does not affect the e-learning system actual use directly but indirectly and serially through the two acceptance variables, perceived usefulness and intention to use. Thus, this study improves the understanding of student's acceptance and behavior towards the e-learning system in Jordan public universities and the effect of system quality attributes on this relationship. Also, this study set certain directions for the decision-makers and university management in designing their strategies.

Determinants of BPMS use for knowledge management

“…Fifth, our study responds to calls from Wang et al (2021) and Li and Zhu (2022), who studied the influence of system quality on user satisfaction, among other variables, and proposed future lines of research to extend their analysis to different contexts. Furthermore, our findings regarding the determinants of perceived usefulness for processes reinforce those obtained for other information systems (Alkhawaja et al , 2022; Fauzi et al , 2022). In this regard, we argue that system dependency, system quality and knowledge/information quality are determinants of perceived usefulness for processes managed by BPMSs.…”

The study on designed gamified mobile learning model to assess students’ learning outcome of accounting education

“…This result complied with related studies [ 52 , 53 , [55] , [56] , [57] ]. The only rejected prediction was the path of system quality to users' intention, this results against Alkhawaja et al‘s [ 54 ] finding. Further, the partial mediation between user satisfaction, users' intention, and users' learning engagement are to be supported by analysis results in this study.…”

“…Further, the system quality could influence the users’ intention to use the e-learning system obviously [ 54 ]. Thus, the hypothesis was established.…”

Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China

“…The items should be removed if IOC score lower than 0.5 level rating [ 30 ]. At last, 25 items (4 items mearing perceived usefulness [ 12 , 31 , 32 ]; 4 items mearing Satisfaction [ 31 , 33 , 34 ]; 4 items mearing Confirmation [ 35 , 36 ]; 4 items mearing Self-efficacy [ 36 – 38 ]; 5 items mearing Information Quality [ 31 , 39 , 40 ]; and 4 items mearing Continuance Intention [ 36 , 41 , 42 ] were validated shown as Table 1 . In need of special note that the attention check question (IQ1*) of which meaning was opposite to the IQ1, i.e., “B-learning doesn’t provide me sufficient contents I want” was designed to filter invalid respondents who were randomly choosing the answer without reading contents [ 43 ].…”