2022
Exploring factors influencing students’ continuance intention to use the learning management system (LMS): a multi-perspective framework
ASHRAFI, Amir, Ahad ZARERAVASAN, Sogol RABIEE SAVOJI a Masoumeh AMANIZákladní údaje
Originální název
Exploring factors influencing students’ continuance intention to use the learning management system (LMS): a multi-perspective framework
Autoři
ASHRAFI, Amir (364 Írán), Ahad ZARERAVASAN (364 Írán, garant, domácí), Sogol RABIEE SAVOJI (364 Írán) a Masoumeh AMANI (364 Írán)
Vydání
Interactive Learning Environments, Swets & Zeitlinger Pub. 2022, 1049-4820
Další údaje
Jazyk
angličtina
Typ výsledku
Článek v odborném periodiku
Obor
50204 Business and management
Stát vydavatele
Velká Británie a Severní Irsko
Utajení
není předmětem státního či obchodního tajemství
Odkazy
Impakt faktor
Impact factor: 5.400
Kód RIV
RIV/00216224:14560/22:00129882
Organizační jednotka
Ekonomicko-správní fakulta
UT WoS
000517745700001
EID Scopus
2-s2.0-85080135450
Klíčová slova anglicky
Expectation-confirmation model (ECM); learning management system (LMS); partial least squares (PLS); perceived enjoyment; subjective norm; technology acceptance model (TAM)
Příznaky
Mezinárodní význam, Recenzováno
Změněno: 24. 3. 2024 10:20, Mgr. Pavlína Kurková
Anotace
V originále
In the last decades, universities and higher education institutes have widely employed a learning management system (LMS) to monitor and manage electronic learning and teaching. Contrary to the significant role of LMS in educational settings, most research has focused on initial acceptance, and few attempts have been made to investigate factors influencing students’ continuance intention to use LMS. The present study is an effort towards this research direction by proposing an integrated model of expectation-conformation model (ECM), technology acceptance model (TAM), social influence (subjective norm), and perceived enjoyment (hedonic value). The proposed model is tested using statistical data from 153 university students from Mehralborz University (MAU), Tehran, Iran. To verify the proposed theoretical model, we ran partial least squares (PLS)/ structured equation modeling (SEM). The findings of this study reveal that the perceived usefulness is the strongest predictor of students’ continuance intention. Surprisingly, our results also indicate that students’ attitudes toward LMS and their satisfaction level exert no significant influence on continuance intention. The implications of this study and its limitations are also discussed.
Návaznosti
EF16_027/0008360, projekt VaV |
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