Investigating Continuance Intention to Use E-Learning of Female Students Majoring in Music in Chengdu
DOI:
https://doi.org/10.14456/shserj.2023.40Keywords:
Perceived Usefulness, Satisfaction, Continuance Intention to Use, E-learning, College StudentsAbstract
Purpose: Remote learning is expected to become a normal tool after the epidemic’s end and is an important means to promote the digital development of education. This study investigates the impact of system quality, subjective norms, interactivity, course content quality, perceived usefulness, and satisfaction on the continuance intention to use e-learning of music major college students in Chengdu, China. Research design, data, and methodology: The population is 500 female students at Sichuan University using three selected e-learning platforms: DingDing, Tencent meeting, and WeLink. The sample techniques are judgmental, stratified random, and convenience sampling. The Item Objective Congruence (IOC) Index and the pilot test (n=50) by Cronbach’s Alpha were approved before the data collection. The data was analyzed through Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). Results: The findings reveal that system quality and subjective norms significantly impact perceived usefulness. Interactivity and course content quality significantly impact satisfaction. Continuance intention is impacted by perceived usefulness and satisfaction. On the opposite, perceived usefulness has no significant impact on satisfaction. Conclusions: Educational institutions and the Chinese government can exploit the findings in this study to improve accessibility with the highest-performance online learning infrastructure for the country.
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