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Due to reduced system costs, the number of Voice over Internet Protocol (VoIP) applications is growing (e.g., Skype, Vonage, Lingo, and many others). This increase in VoIP applications presents an opportunity to find new and useful ways to take advantage of the technology. Because intercultural communication is best improved through practice with dialog, one particular area of interest for VoIP use is related to intercultural communication. However, in order to encourage the adoption of VoIP technologies in the area of intercultural communication we need to first understand what factors influence VoIP use. Previous research has asserted that improving users’ experiences with an information technology can enhance their satisfaction and intention to continue using the technology (i.e., intention to reuse) (Bhattacherjee, 2001). From the perspective of the expectation-confirmation model (ECM) theory, users’ prior experiences with a product or service can significantly influence their intentions to repurchase it (Anderson & Sullivan, 1993). The primary objectives of this study are to explore the factors influencing the satisfaction of online learners with a VoIP application and their intentions to continue using VoIP to enhance intercultural communication competencies. One important question to examine is whether or not information quality and system quality factors are important to the widespread adoption of VoIP for intercultural communication purposes.
In order to create the positive causality for users of VoIP applications, we assess the relationships between information quality, system quality, perceived task-technology fit, user satisfaction and intention to reuse VoIP. Information quality and system quality of VoIP applications can potentially affect the satisfaction level of users. Perceived task-technology fit can also influence a user’s satisfaction using VoIP technology to enhance intercultural communication competence. A learner’s intention to reuse VoIP technology is impacted by his or her satisfactory experiences. Whether a learner would like to stay longer for each learning session and continue using VoIP technology to enhance intercultural communication competence is a continuance usage issue.
This paper is organized as follows. First, we provide a background about VoIP and how information and system quality along with perceived task-technology fit can lead to satisfaction and continued intention to use VoIP. We then present our research methodology, followed by our data analysis. The paper concludes with a discussion of our findings, implications, limitations, and conclusions.