Antecedences to Satisfaction and Continuance Intention to Use E-learning of Postgraduate Students in Beijing, China
DOI:
https://doi.org/10.14456/abacodijournal.2023.51Keywords:
E-learning, Satisfaction, Continuance Intention, System Quality, Information QualityAbstract
This article aimed to investigate the critical factors impacting postgraduate students’ satisfaction and continuance intention to use e-learning in the Beijing Film Academy, Beijing, China. The main theories were Information Systems Success Model (ISSM), Expectation Confirmation Theory (ECT), and Technology Acceptance Model (TAM). The conceptual framework contains perceived usefulness, confirmation, satisfaction, system quality, information quality, service quality, and continuance intention. The sample size is 483 participants who completed online questionnaire. The study employed three sampling techniques: purposive sampling, quota sampling, and convenience sampling. To ensure content validity, the index of item-objective congruence (IOC) was utilized, along with a pilot test involving a sample of 50 participants, and the reliability of the measurements was assessed using Cronbach's alpha coefficient. Additionally, confirmatory factor analysis (CFA) and structural equation modeling (SEM) were employed to analyze the data and generate the findings. The results showed that confirmation has a significant impact on perceived usefulness. Perceived usefulness, confirmation, system quality, information quality, and service quality significantly impact satisfaction. Perceived usefulness and satisfaction significantly impact continuance intention. In conclusion, educators and e-learning system developers should exploit the benefits of online learning in order to increase students’ learning efficiency.
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