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

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14560%2F20%3A00120591" target="_blank" >RIV/00216224:14560/20:00120591 - isvavai.cz</a>

  • Result on the web

    <a href="https://www.tandfonline.com/doi/abs/10.1080/10494820.2020.1734028" target="_blank" >https://www.tandfonline.com/doi/abs/10.1080/10494820.2020.1734028</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.1080/10494820.2020.1734028" target="_blank" >10.1080/10494820.2020.1734028</a>

Alternative languages

  • Result language

    angličtina

  • Original language name

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

  • Original language description

    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.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database

  • CEP classification

  • OECD FORD branch

    50204 - Business and management

Result continuities

  • Project

    <a href="/en/project/EF16_027%2F0008360" target="_blank" >EF16_027/0008360: Postdoc@MUNI</a><br>

  • Continuities

    P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Others

  • Publication year

    2020

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Name of the periodical

    Interactive Learning Environments

  • ISSN

    1049-4820

  • e-ISSN

    1744-5191

  • Volume of the periodical

    NA

  • Issue of the periodical within the volume

    NA

  • Country of publishing house

    GB - UNITED KINGDOM

  • Number of pages

    23

  • Pages from-to

    1-23

  • UT code for WoS article

    000517745700001

  • EID of the result in the Scopus database

    2-s2.0-85080135450