Factors Impacting Art Major Undergraduates’ Continuance Intention to Use E-Leaning: A Case in a Public University of Chongqing
DOI:
https://doi.org/10.14456/shserj.2024.8Keywords:
E-Learning, Perceived Usefulness, Perceived Ease of Use, Satisfaction, Continuance IntentionAbstract
Purpose: This article explores the significant factors impacting undergraduate art majors’ continuance intention toward e-learning at Southwest University in Chongqing, China. The major variables for the development of conceptual framework are information quality, system quality, service quality, perceived usefulness, perceived ease of use, satisfaction, and continuance intention. Research design, data, and methodology: The investigator conducted a quantitative evaluation approach with 493 samples and administered a statistical questionnaire to undergraduate students at Southwest University in Chongqing, China. Non-probability sampling processes were employed in this research to acquire data from the research. Item-objective congruence (IOC) index for content validity Cronbach's Alpha for pilot test (n=40) were assessed before the data collection. The Confirmatory Factor Analysis (CFA) and Structural Equation Model (SEM) were used for statistical assessment, which included goodness of model fits, validity, and reliability test. Results: Satisfaction has the strongest effect on continuance intention. Information quality, system quality, service quality, perceived usefulness and perceived usefulness significantly affect satisfaction. Conclusions: To meet the research objectives, all hypotheses have been supported. As a response, education department administrators at public universities are recommended to evaluate the primary contributors for the contemporary online learning deployment methodology to enhance art major undergraduates’ learning satisfaction and continuance intention.
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