Determinants of Satisfaction and Behavioral Intention to Use E-Learning of Senior High Liberal Arts Students in Panzhihua, China
DOI:
https://doi.org/10.14456/shserj.2024.51Keywords:
E-Learning, Effort Expectancy, Social Influence, Satisfaction, Behavioral IntentionAbstract
Purpose: This quantitative study examined the satisfaction and behavioral intention of liberal arts students at a senior high school in China's Panzhihua region to use e-learning via the Huidao Education System and the vital determining components that had a significant consequence. The conceptual framework incorporated system quality, information quality, service quality, effort expectancy, social influence, satisfaction, and behavioral intention. Research design, data, and methodology: The investigator provided quantitative surveys to 481 liberal arts students. Validity and reliability are assessed through Item-Objective Congruence (IOC) and Cronbach's Alpha. IOC demonstrates that each item on the scale attained a rating of 0.6 or higher, while the Cronbach alpha coefficient confirms reliability with values equal to or exceeding 0.7. The sampling techniques employed include judgmental, stratified random, and convenience sampling. Data analysis encompassed the utilization of Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). Results: The statistical evaluation demonstrated that all hypotheses were supported, with social influence has the strongest influence on behavioral intention. Conclusions: Each premise has been validated to achieve the research objectives. As an explanation, senior high school education department managers are advised to analyze the key contributions of the current online learning execution approach to improve liberal arts students' learning satisfaction and behavioral intention.
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