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- Publisher Website: 10.1016/j.compedu.2018.02.004
- Scopus: eid_2-s2.0-85042174624
- WOS: WOS:000428002300018
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Article: Student continuance of learning management system use: A longitudinal exploration
Title | Student continuance of learning management system use: A longitudinal exploration |
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Authors | |
Keywords | E-learning Learning management systems continuance Secondary education Technology acceptance model Expectation-confirmation model |
Issue Date | 2018 |
Publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu |
Citation | Computers & Education, 2018, v. 120, p. 241-253 How to Cite? |
Abstract | Although previous research into technology acceptance has been conducted in organisational and higher education contexts on a range of technologies, no study has provided an understanding of junior school students' e-learning technologies acceptance via a longitudinal approach. This study proposed a two-stage model drawn from the technology acceptance model and the expectation-confirmation model to explain and predict young school students' continued use of learning management systems (LMSs). The hypothesized model was examined with a three-wave longitudinal survey of 1182 junior secondary students from 25 Hong Kong secondary schools. The results of a structural equation modelling analysis of the survey data confirm the hypothesized model. The results show that although perceived ease of use is not significantly related to the intention to use an LMS at the initial use stage, its relationships with the intention to use an LMS and satisfaction with an LMS use become stronger in later use stages. In contrast, though perceived usefulness has the strongest relationship with intention and satisfaction, these relationships become weaker over time. In addition to user beliefs, students' LMS use is also significantly related to satisfaction. The results also support the effect of satisfaction in predicting LMS continuance intention. Explanations of these findings are discussed. The findings provide future directions for studies on young school students’ e-learning technologies acceptance and empirical evidences for practitioners to better promote LMS in school curricula. |
Persistent Identifier | http://hdl.handle.net/10722/259599 |
ISSN | 2023 Impact Factor: 8.9 2023 SCImago Journal Rankings: 3.651 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Cheng, M | - |
dc.contributor.author | Yuen, HK | - |
dc.date.accessioned | 2018-09-03T04:10:39Z | - |
dc.date.available | 2018-09-03T04:10:39Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Computers & Education, 2018, v. 120, p. 241-253 | - |
dc.identifier.issn | 0360-1315 | - |
dc.identifier.uri | http://hdl.handle.net/10722/259599 | - |
dc.description.abstract | Although previous research into technology acceptance has been conducted in organisational and higher education contexts on a range of technologies, no study has provided an understanding of junior school students' e-learning technologies acceptance via a longitudinal approach. This study proposed a two-stage model drawn from the technology acceptance model and the expectation-confirmation model to explain and predict young school students' continued use of learning management systems (LMSs). The hypothesized model was examined with a three-wave longitudinal survey of 1182 junior secondary students from 25 Hong Kong secondary schools. The results of a structural equation modelling analysis of the survey data confirm the hypothesized model. The results show that although perceived ease of use is not significantly related to the intention to use an LMS at the initial use stage, its relationships with the intention to use an LMS and satisfaction with an LMS use become stronger in later use stages. In contrast, though perceived usefulness has the strongest relationship with intention and satisfaction, these relationships become weaker over time. In addition to user beliefs, students' LMS use is also significantly related to satisfaction. The results also support the effect of satisfaction in predicting LMS continuance intention. Explanations of these findings are discussed. The findings provide future directions for studies on young school students’ e-learning technologies acceptance and empirical evidences for practitioners to better promote LMS in school curricula. | - |
dc.language | eng | - |
dc.publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu | - |
dc.relation.ispartof | Computers & Education | - |
dc.subject | E-learning | - |
dc.subject | Learning management systems continuance | - |
dc.subject | Secondary education | - |
dc.subject | Technology acceptance model | - |
dc.subject | Expectation-confirmation model | - |
dc.title | Student continuance of learning management system use: A longitudinal exploration | - |
dc.type | Article | - |
dc.identifier.email | Cheng, M: chengmt1@connect.hku.hk | - |
dc.identifier.email | Yuen, HK: hkyuen@hku.hk | - |
dc.identifier.authority | Yuen, HK=rp00983 | - |
dc.identifier.doi | 10.1016/j.compedu.2018.02.004 | - |
dc.identifier.scopus | eid_2-s2.0-85042174624 | - |
dc.identifier.hkuros | 289299 | - |
dc.identifier.volume | 120 | - |
dc.identifier.spage | 241 | - |
dc.identifier.epage | 253 | - |
dc.identifier.isi | WOS:000428002300018 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0360-1315 | - |