Combining the TAM and IS Success Models to Validate E-Learning System Satisfaction and Continuance Intention

Combining the TAM and IS Success Models to Validate E-Learning System Satisfaction and Continuance Intention

Tung-Cheng Lin
Copyright: © 2014 |Pages: 12
DOI: 10.4018/978-1-4666-4615-5.ch013
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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 combines 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 are crucial for understanding users’ intentions to continue their use of ELS. The research model was examined with data collected from 164 practicing students with ELS experiences. The results indicated that system quality, platform information, and course information had a significantly positive effect on users’ 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 applied to examine assorted technology products and related topics of the Internet activities, such as web browser and E-store (Ngai et al., 2007).

Due to e-learning also involves the usage of technology, several researches had applied TAM, some used extend TAM- UTAUT (Unified Theory of Acceptance and Use of Technology) to examine ELS acceptance behavior (Lee, 2006; Pituch & Lee, 2006; Roca et al., 2006; Ngai et al., 2007; Walker & Johnson, 2008; Chuang et al. 2013; Lin et al. 2013).

Based on TAM model, perceived usefulness direct influenced on attitude and behavioral intention; perceived ease of use not only was the antecedents of attitude, but also had direct effect on perceived usefulness. These relationships were verified by Pituch & Lee (2006) and Ngai et al. (2007) in the ELS context. Pituch & Lee (2006) examine the effect of system functionality, interactivity, and response of ELS; confirmed the relationship among perceived usefulness, perceived ease of use, attitude, and intention of usage. Ngai et al. (2007) also found technical support of WebCT affected perceived usefulness and perceived ease of use, further influenced attitude and intention of usage. Based on the above, 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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