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Article: Student continuance of learning management system use: A longitudinal exploration

TitleStudent continuance of learning management system use: A longitudinal exploration
Authors
KeywordsE-learning
Learning management systems continuance
Secondary education
Technology acceptance model
Expectation-confirmation model
Issue Date2018
PublisherPergamon. 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?
AbstractAlthough 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 Identifierhttp://hdl.handle.net/10722/259599
ISSN
2017 Impact Factor: 4.538
2015 SCImago Journal Rankings: 3.143
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorCheng, M-
dc.contributor.authorYuen, HK-
dc.date.accessioned2018-09-03T04:10:39Z-
dc.date.available2018-09-03T04:10:39Z-
dc.date.issued2018-
dc.identifier.citationComputers & Education, 2018, v. 120, p. 241-253-
dc.identifier.issn0360-1315-
dc.identifier.urihttp://hdl.handle.net/10722/259599-
dc.description.abstractAlthough 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.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/compedu-
dc.relation.ispartofComputers & Education-
dc.subjectE-learning-
dc.subjectLearning management systems continuance-
dc.subjectSecondary education-
dc.subjectTechnology acceptance model-
dc.subjectExpectation-confirmation model-
dc.titleStudent continuance of learning management system use: A longitudinal exploration-
dc.typeArticle-
dc.identifier.emailCheng, M: chengmt1@connect.hku.hk-
dc.identifier.emailYuen, HK: hkyuen@hku.hk-
dc.identifier.authorityYuen, HK=rp00983-
dc.identifier.doi10.1016/j.compedu.2018.02.004-
dc.identifier.hkuros289299-
dc.identifier.volume120-
dc.identifier.spage241-
dc.identifier.epage253-
dc.identifier.isiWOS:000428002300018-
dc.publisher.placeUnited Kingdom-

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