Design quality in building behavioral intention through affective and cognitive involvement for e-learning on smartphones

Abstract

<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>This study examines the effect of design quality (i.e. appearance, navigation, information and interactivity) on cognitive and affective involvement leading to continued intention to use the online learning application.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>We assume that design quality potentially contributes to enhance the individual's involvement and excitement. An experimental prototype is developed for collecting data used to verify and validate the proposed research model and hypotheses. A partial-least-squares approach is used to analyze the data collected from the participants (<jats:italic>n</jats:italic> = 662).</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>Communication, aesthetic and information quality revealed to be strong determinants of both cognitive and affective involvement. However, font quality and user control positively influence cognitive involvement, while navigation quality and responsiveness were observed as significant indicators of affective involvement. Lastly, cognitive and affective involvement equally contribute to determining the continued intention to use.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Research limitations/implications</jats:title><jats:p>This study will draw the attention of designers and practitioners towards the perception of users for providing appropriate and engaging learning resources.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>Prevalent research in the online context is focused primarily on cognitive and utilization behavior. However, these works overlook the implication of design quality on cognitive and affective involvement.</jats:p></jats:sec>

Role of Design Attributes to Determine the Intention to Use Online Learning via Cognitive Beliefs

“…Alshehri et al [52] distinguished the different design features to assess online learning systems' usability as interactivity, visual design, navigation design, and learnability. This has been identified that the effect of design quality (i.e., appearance, navigation, information, and interactivity) on cognitive and affective involvement forces the user to use online learning application continuously [9]. In this way, a good quality site includes all the factors utilized to design and influence clients' inner condition.…”

“…Content may change prior to final publication. ing positive perspectives towards the framework interface, which, eventually, prompts increased involvement [9], [53].…”

“…Especially user control is not discussed in detail. Faisal et al [9] considered interactivity with three constructs user control, responsiveness, and communication, evaluating these on user affective and cognitive involvement and finally on continuous intention to use. The most discussed elements of interactivity in different domains in literature are user control [60], personalization/customization, responsiveness, connectedness, and playfulness.…”

“…Lee et al [61] defined perceived interactivity based on four dimensions as perceived control, perceived responsiveness, perceived personalization, and perceived nonverbal information in the context of mobile usability. User control is described as the user's capability to operate and control the information and contents available [9], [62]. Connectedness is represented as the user's perception of being connected to other individuals in an online context [62] to share their experiences through conversation portals, chat, and hyperlinksbased characteristics.…”

“…Likewise, Hsu et al [8] argue that a good interface includes all the cues used to design it and affects users' internal state. In recent research, Faisal et al [9] discussed the importance of design to enhance learning experiences. Christine et al [10] argued that ease of navigation and relevant information influence user's trust.…”