Validating the Satisfaction and Continuance Intention of E-learning Systems: Combining TAM and IS Success Models

Validating the Satisfaction and Continuance Intention of E-learning Systems: Combining TAM and IS Success Models

Tung-Cheng Lin (National Taipei University of Nursing and Health Sciences, Taiwan) and Ching-Jen Chen (National Taipei University of Nursing and Health Sciences, Taiwan)
Copyright: © 2012 |Pages: 11
DOI: 10.4018/jdet.2012010103
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Abstract

Many e-learning studies have evaluated learning attitudes and behaviors, based on TAM. However, a successful e-learning system (ELS) should take both system and information quality into account by applying ISM developed by Delone and McLean. In addition, the acceptance for information system depends on the perceived usefulness and ease of use according to TAM. This research combined TAM with ISM by introducing system quality, quality of platform information, and course information as an antecedent of perceived usefulness and perceived ease of use. These factors were crucial for understanding users’ intention to continue their use of ELS. This study investigated 412 students with ELS experiences. The results indicate that system quality, platform information, and course information had significantly related to user satisfaction and their intention to use ELS continuously.
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Theoretical Background And Hypotheses

Technology Acceptance Model

David (1989) proposed TAM that the perceived usefulness and the perceived ease of use are important antecedents for information system acceptance. TAM was applied to explain and predict user’s behavior of accepting technology products. Meanwhile, it recognizes external variables as affecting perceived usefulness, perceived ease of use, and intention of adopting that information system. Until now, TAM has been widely adopted to examine assorted technology products and related topics of the Internet activities, such as web browser and E-store (Ngai et al., 2007).

Since e-learning also involves internet use, several studies used TAM to examine ELS acceptance behavior (Lee, 2006; Pituch & Lee, 2006; Roca et al., 2006; Ngai et al., 2007; Walker & Johnson, 2008). Pituch and Lee (2006) recognized system characteristics as important variables affecting ELS user behavior and further classified system characteristics into functionality, interactivity and response. Pituch and Lee (2006) also argued that system characteristics, self-efficacy and internet experience will affect ELS use. Ngai et al. (2007) examined technical support of system platform affected perceived usefulness and perceived ease of use, further determined attitude and intention of use.

In line with the TAM model, this study assumes the relationship among perceived usefulness, perceived ease of use, satisfaction to ELS, and continuance intention as the following five hypotheses:

  • H1: Perceived usefulness positively affects continuance intention.

  • H2: Satisfaction to ELS positively affects continuance intention.

  • H3: Perceived usefulness positively affects satisfaction to ELS.

  • H4: Perceived ease of use positively affects satisfaction to ELS.

  • H5: Perceived ease of use positively affects perceived usefulness.

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