Exploring factors influencing students’ continuance intention
to use the learning management system (LMS): a
multi-perspective framework

J 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 and Masoumeh AMANI

Basic information

Original name

Exploring factors influencing students’ continuance intention to use the learning management system (LMS): a multi-perspective framework

Authors

ASHRAFI, Amir (364 Islamic Republic of Iran); Ahad ZARERAVASAN (364 Islamic Republic of Iran, guarantor, belonging to the institution); Sogol RABIEE SAVOJI (364 Islamic Republic of Iran) and Masoumeh AMANI (364 Islamic Republic of Iran)

Edition

Interactive Learning Environments, Swets & Zeitlinger Pub. 2022, 1049-4820

Other information

Language

English

Type of outcome

Article in a journal

Field of Study

50204 Business and management

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

is not subject to a state or trade secret

References:

URL

Impact factor

Impact factor: 5.400

RIV identification code

RIV/00216224:14560/22:00129882

Organization unit

Faculty of Economics and Administration

DOI

http://dx.doi.org/10.1080/10494820.2020.1734028

UT WoS

000517745700001

EID Scopus

2-s2.0-85080135450

Keywords in English

Expectation-confirmation model (ECM); learning management system (LMS); partial least squares (PLS); perceived enjoyment; subjective norm; technology acceptance model (TAM)

Abstract

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.

Links

EF16_027/0008360, research and development project

Name: Postdoc@MUNI

Files attached

Exploring_factors_influencing_students_final.pdf

Request the author's version of the file

Cite

ASHRAFI, Amir; Ahad ZARERAVASAN; Sogol RABIEE SAVOJI and Masoumeh AMANI. Exploring factors influencing students’ continuance intention to use the learning management system (LMS): a multi-perspective framework. Interactive Learning Environments. Swets & Zeitlinger Pub., 2022, vol. 30, No 8, p. 1475-1497. ISSN 1049-4820. Available from: https://dx.doi.org/10.1080/10494820.2020.1734028.

@article{1639397,
   author = {Ashrafi, Amir and Zareravasan, Ahad and Rabiee Savoji, Sogol and Amani, Masoumeh},
   article_number = {8},
   doi = {http://dx.doi.org/10.1080/10494820.2020.1734028},
   keywords = {Expectation-confirmation model (ECM); learning management system (LMS); partial least squares (PLS); perceived enjoyment; subjective norm; technology acceptance model (TAM)},
   language = {eng},
   issn = {1049-4820},
   journal = {Interactive Learning Environments},
   title = {Exploring factors influencing students’ continuance intention to use the learning management system (LMS): a multi-perspective framework},
   url = {https://www.tandfonline.com/doi/abs/10.1080/10494820.2020.1734028},
   volume = {30},
   year = {2022}
}

TY  - JOUR
ID  - 1639397
AU  - Ashrafi, Amir - Zareravasan, Ahad - Rabiee Savoji, Sogol - Amani, Masoumeh
PY  - 2022
TI  - Exploring factors influencing students’ continuance intention to use the learning management system (LMS): a multi-perspective framework
JF  - Interactive Learning Environments
VL  - 30
IS  - 8
SP  - 1475-1497
EP  - 1475-1497
PB  - Swets & Zeitlinger Pub.
SN  - 10494820
KW  - Expectation-confirmation model (ECM)
KW  - learning management system (LMS)
KW  - partial least squares (PLS)
KW  - perceived enjoyment
KW  - subjective norm
KW  - technology acceptance model (TAM)
UR  - https://www.tandfonline.com/doi/abs/10.1080/10494820.2020.1734028
L2  - https://www.tandfonline.com/doi/abs/10.1080/10494820.2020.1734028
N2  - 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.
ER  -

ASHRAFI, Amir; Ahad ZARERAVASAN; Sogol RABIEE SAVOJI and Masoumeh AMANI. Exploring factors influencing students’ continuance intention to use the learning management system (LMS): a multi-perspective framework. \textit{Interactive Learning Environments}. Swets \&{} Zeitlinger Pub., 2022, vol.~30, No~8, p.~1475-1497. ISSN~1049-4820. Available from: https://dx.doi.org/10.1080/10494820.2020.1734028.

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