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