The experience of flow in computer-mediated and in face-to-face groups
ICIS '91 Proceedings of the twelfth international conference on Information systems
Assessing IT usage: the role of prior experience
MIS Quarterly
Net gain: expanding markets through virtual communities
Net gain: expanding markets through virtual communities
Extending the TAM for a World-Wide-Web context
Information and Management
Applying the Technology Acceptance Model and Flow Theory to Online Consumer Behavior
Information Systems Research
Integrating perceived playfulness into expectation-confirmation model for web portal context
Information and Management
International Journal of Human-Computer Studies
Acceptance of internet-based learning medium: the role of extrinsic and intrinsic motivation
Information and Management
Understanding e-learning continuance intention: An extension of the Technology Acceptance Model
International Journal of Human-Computer Studies
International Journal of Human-Computer Studies - Human-computer interaction research in the managemant information systems discipline
Measuring e-learning systems success in an organizational context: Scale development and validation
Computers in Human Behavior
An empirical analysis of the antecedents of web-based learning continuance
Computers & Education
Acceptance of e-commerce services: the case of electronic brokerages
IEEE Transactions on Systems, Man, and Cybernetics, Part A: Systems and Humans
Cross cultural analysis of the use and perceptions of web Based learning systems
Computers & Education
ICWL'10 Proceedings of the 2010 international conference on New horizons in web-based learning
Computers in Human Behavior
Education and Information Technologies
Learning continuance of accounting information systems an expectation-confirmation perspective
International Journal of Information Systems and Change Management
A model for measuring e-learning systems success in universities
Expert Systems with Applications: An International Journal
Experience beyond knowledge: Pragmatic e-learning systems design with learning experience
Computers in Human Behavior
Students' expectation, confirmation, and continuance intention to use electronic textbooks
Computers in Human Behavior
Examining users' intention to continue using social network games: A flow experience perspective
Telematics and Informatics
Using eye-tracking to test and improve website design
DUXU'13 Proceedings of the Second international conference on Design, User Experience, and Usability: design philosophy, methods, and tools - Volume Part I
Innovative behavioral intention and creativity achievement in design: test of an integrated model
DUXU'13 Proceedings of the Second international conference on Design, User Experience, and Usability: design philosophy, methods, and tools - Volume Part I
Digital educational game value hierarchy from a learners' perspective
Computers in Human Behavior
Users' intrinsic and extrinsic drivers to use a web-based educational environment
Computers & Education
| Hi-index | 0.00 |
Although e-learning has been prompted to various education levels, the intention to continue using such systems is still very low, and the acceptance-discontinuance anomaly phenomenon (i.e., users discontinue using e-learning after initially accepting it) is a common occurrence. This paper synthesizes the expectation-confirmation model (ECM), the technology acceptance model (TAM), the theory of planned behavior (TPB), and the flow theory to hypothesize a theoretical model to explain and predict the users' intentions to continue using e-learning. The hypothesized model is validated empirically using a sample collected from 363 learners of a Web-based learning program designed for continuing education. The results demonstrate that satisfaction has the most significant effect on users' continuance intention, followed by perceived usefulness, attitude, concentration, subjective norm, and perceived behavior control as significant but weaker predictors. The implications of these findings for e-learning practitioners are discussed at the end of this work.