The effect of usability on the intention to use the e-learning system in a sustainable way: A case study at Universitas Indonesia

Ramadhan, Arief; Hidayanto, Achmad Nizar; Salsabila, Ghina Almira; Wulandari, Intan Fitriana; Jaury, Jessica Alexia; Anjani, Nadia Nabila

doi:10.1007/s10639-021-10613-0

Cited by 29 publications

(21 citation statements)

References 115 publications

(197 reference statements)

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“…In other research, Thong, Hong, and Tam also found that the perceived usefulness of mobile internet services has a significant effect on adult user satisfaction [18]. This is also aligned to the statement from [21], if technology can help users improve their performance, then the technology is felt to be useful [22]. From these statements, a hypothesis is proposed to find out how the perceived usefulness of MOOCs affects user satisfaction.…”

Section: Satisfactionsupporting

confidence: 56%

Technology Attractiveness and Its Impact on MOOC Continuance Intention

Suriazdin

Hidayanto

Maulida

et al. 2022

Int. J. Emerg. Technol. Learn.

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Massive Online Open Course (MOOC) is a web-based interactive online learning medium that allows users to take its courses and get completion certificates. The number of MOOC users does not run straight with the total rate of course completion. This is due to various user reasons, such as just to search for specific materials or sources without completing the course. Until now, there are still few studies that discuss the continuance intention to use MOOC. Thus, this study aims to evaluate a user’s desire to keep learning using MOOC in zenius.net with a combination of technology attractiveness theory and expectation confirmation model. A quantitative study was conducted by distributing questionnaires to 164 respondents. The result shows that a user's desire to keep learning through MOOC was directly influenced by the level of user satisfaction. User satisfaction is directly affected by perceived benefits as well as the user's evaluation of his or her expectations on MOOC. The benefits felt by users are directly affected by Task Attractiveness and the user's evaluation of his or her expectations on MOOC. While the user's evaluation of his expectations on MOOC is directly influenced by the three factors of Technology Attractiveness, namely Task Attractiveness, Social Attractive-ness, and Physical Attractiveness.

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Section: Satisfactionsupporting

confidence: 56%

Technology Attractiveness and Its Impact on MOOC Continuance Intention

Suriazdin

Hidayanto

Maulida

et al. 2022

Int. J. Emerg. Technol. Learn.

Self Cite

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“…Perceived usefulness (β = 0.593, p < 0.001) significantly impacted continuance intention [ 54 – 56 ]. Satisfaction (β = 0.397, p < 0.001) significantly impacted continuance intention [ 14 , 57 , 58 ]. Perceived usefulness (β = 0.317, p < 0.001) significantly affected satisfaction [ 59 , 60 ].…”

Section: Resultsmentioning

confidence: 99%

Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China

Phongsatha

2022

PLoS ONE

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Background Blended learning in DESEC only started after the introduction of the internet in recent 5 years. However, there is still no research paying attention to this region, because the area is remote and research subjects are not easily accessible. This article has potential application value in helping the government and educational institutions to make decisions on blended learning strategies supporting poverty alleviation through education in poor and remote areas and ethnic region. The study will be the first to examine satisfaction and continuance intention of blended learning in the DESEC. Objective To identify junior high students’ perception of satisfaction and continuance intention for blended learning in DESEC. To identify the strongest factors affecting junior high students’ satisfaction and continuance intention of blended learning in DESEC. Methods A subsample of 635 junior high students participated online survey with consent of their parents verbally in computer room in schools under teacher’s instruction. Data was coded and analyzed to generate descriptive statistics and inferential statistics. Structural equation model was used to evaluate the model of satisfaction and continuance intention of blended learning. Results The level for evaluating students’ agreement on each of item were interpreted “agree” (3.76–3.89). The model explained variances (R2) of Continuance Intention, Satisfaction and Perceived usefulness were 0.665,0.766,0.718 respectively. Information quality, self-efficacy and confirmation directly and indirectly contribute to junior high students’ satisfaction with blended learning, which further confirmed their continuance intention of blended learning. Conclusion Information quality was the strongest factor affecting the junior high students’ continuance intention of using blended learning, while confirmation was the strongest factor affecting the junior high students’ satisfaction of using blended learning in DESEC. Junior high students do not have a strong and distinct perception on satisfaction and continuance intention for blended learning in DESEC.

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“…According to the ECM, users will be satisfied with an information system if they confirm their expectations (Zuo et al, 2021). Prior studies in online learning also demonstrated that confirmation is positively associated with users' satisfaction (Lee, 2010;Persada et al, 2021;Ramadhan et al, 2022). As such, this study proposed that:…”

Section: Expectation-confirmation Modelmentioning

confidence: 94%

“…This study aims to bridge this gap by investigating the factors affecting Chinese college students’ continued intention of using online learning from a theoretical perspective. Considering that the Expectation-Confirmation Model (ECM) has become the most applied theory to explain individuals’ usage behaviors of various information communication technologies ( Ramadhan et al, 2022 ), this study employs the ECM as the theoretical underpinning to examine how ECM factors (i.e., confirmation, perceived usefulness, perceived enjoyment, and satisfaction) are related to university students’ intention to continue learning online. However, other factors can also affect people’s behavioral intention toward the adoption of information technologies, such as the opinions of prominent individuals (subjective norms; Fishbein and Ajzen, 1975 ).…”

Section: Introductionmentioning

confidence: 99%

Examining continuance intention of online learning during COVID-19 pandemic: Incorporating the theory of planned behavior into the expectation–confirmation model

Wang

2022

Front. Psychol.

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COVID-19 pandemic has tremendously affected many industries in the world, including higher education. To cope with changes in the pandemic, online learning has become a prevalent means for university students to receive education. Based on the expectation-confirmation model (ECM) and the theory of planned behavior (TPB), this study aims to develop an integrated model, consisting of confirmation, perceived usefulness, satisfaction, perceived enjoyment, subjective norm, perceived behavioral control, and continuance intention instruments, to predict Chinese university students’ continuance intention toward online learning. Using convenience sampling, we enrolled full-time university students who have used online-learning platforms in November 2020. Data collected from 493 Chinese university students were analyzed by confirmatory factor analysis (CFA) and structural equation model (SEM) to test the model and hypotheses. All measurements of constructs used in this study are adapted by previous studies. The results show that perceived satisfaction, subjective norms, and perceived behavioral control were significantly associated with the continuance intention of online learning. Furthermore, the two components of the expectation–confirmation model (ECM), perceived usefulness and perceived enjoyment, have a significant impact on the satisfaction of online learning. Notably, although confirmation of expectations had no direct impact on satisfaction, it was positively associated with perceived usefulness and perceived enjoyment. Implications and limitations were discussed.

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The effect of usability on the intention to use the e-learning system in a sustainable way: A case study at Universitas Indonesia

Cited by 29 publications

References 115 publications

Technology Attractiveness and Its Impact on MOOC Continuance Intention

Technology Attractiveness and Its Impact on MOOC Continuance Intention

Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China

Examining continuance intention of online learning during COVID-19 pandemic: Incorporating the theory of planned behavior into the expectation–confirmation model

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