Users' intrinsic and extrinsic drivers to use a web-based educational environment

Learner control, user characteristics, platform difference, and their role in adoption intention for MOOC learning in China

“…In the field of elearning, TAM could not only be used for predicting adoption behavior, but also for measuring the learning satisfaction, continuous intention to use e-learning (Pereira, Ramos, Gouvêa, & Costa, 2015), loyalty to elearning (Sánchez-Franco, Peral-Peral, & Villarejo-Ramos, 2014), course outcomes, and academic performance using e-learning (Arbaugh, 2014). The features of technology: interactivity, personalisation, accessibility, mobility, and the choice of media to present the contents (Agudo-Peregrina, Hernández-García, & Pascual-Miguel, 2014); individual characteristics such as personal innovativeness in information technology, computer self-efficacy, and demographic variables (Chow et al, 2013;Thatcher & Perrewe, 2002);the course characteristics of learning resources, course content, tutor quality, and course quality (Persico, Manca, & Pozzi, 2014;Teo, 2014); and other variables such as social influence (or social norm) and flow (Wu & Zhang, 2014), are incorporated into TAM to enhance the understanding of adopting.…”

A theoretical framework of aesthetic design for a better learning experience on the web-based educational platform

“…This view is supported by SanchezFranco et al [3] as they later mentioned in their work that visually pleasing design is traditionally neglected by scholars in the electronically-supported learning domain. This also implies that visual aesthetics is seldom taken into account when building a web-based educational platform.…”

“…Since the major target of developing a web-based learning platform is to facilitate teaching and learning activities in hope of bolstering up learners' learning experience, the design of this electronically-supported learning tools needs to be capable of attracting users, entlcmg them into further exploration and prompting them to continue using the tool [2], [3].…”

Factors influencing students' beliefs about the future in the context of tablet-based interactive classrooms

“…Students' satisfaction is affected by the sufficient use and ease of use of tablets as well as by their perception of the relevance of learning purposes and usefulness in classroom activities. Research findings have shown that the perceived usefulness of technology has the most significant effect on satisfaction, and students' desire for usefulness is a decisive antecedent of favorable affective responses based on cumulative learning experiences (S anchez-Franco et al, 2014). Without appropriate preparation by teachers, such as student training, rules for tablet use, and targeted lessons, the adoption of tablets may not be successful.…”

“…Learner satisfaction has been found to be one of the most important factors for determining the continuous use of the suggested intervention (Johnson et al, 2008;Sun et al, 2008) and is critical to successful technology adoption (S anchez-Franco et al, 2014;Sun et al, 2008;Wu, Tennyson, & Hsia, 2010). Continuous engagement with technology is primarily affected by satisfaction with previous experiences, including the ease of use and usefulness of the technology (Chiu et al, 2005;Johnson et al, 2008;Roca et al, 2006).…”