Extending the TAM for a World-Wide-Web context
Information and Management
Learner outcomes in an asynchronous distance education environment
International Journal of Human-Computer Studies
Internet self-efficacy and electronic service acceptance
Decision Support Systems
Digital Game-Based Learning
The DeLone and McLean Model of Information Systems Success: A Ten-Year Update
Journal of Management Information Systems
Usability, quality, value and e-learning continuance decisions
Computers & Education
Trust and TAM in online shopping: an integrated model
MIS Quarterly
The role of task-technology fit as users' motivation to continue information system use
Computers in Human Behavior
Factors driving the adoption of m-learning: An empirical study
Computers & Education
e-Learning continuance intention: Moderating effects of user e-learning experience
Computers & Education
International Journal of Human-Computer Studies
Adoption and Usage of Healthcare Portals: Examining the Factors Influencing Consumers' Decisions
International Journal of Organizational and Collective Intelligence
Semantic Recommendation of Information Sources for Lifelong Learning
Journal of Integrated Design & Process Science
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Like any other product, service and Web-based application, the success of Web-based learning depends largely on learners' satisfaction and other factors that will eventually increase learners' intention to continue using it. This paper integrates the concept of subjective task value and fairness theory to construct a model for investigating the motivations behind learners' intention to continue using Web-based learning. The model theorizes that four components of subjective task value (i.e., attainment, utility, intrinsic, and cost) and three dimensions of fairness (i.e., distributive, procedural, and interactional) affect learners' satisfaction. We also argue that satisfaction and four distinct components of subjective task value influence learners' intention to continue using Web-based learning. The hypothesized model is validated empirically using data collected from 202 learners of a Web-based learning program designed for continuing education. The results showed that attainment value, utility value, intrinsic value, distributive fairness, and interactional fairness exhibited significant positive effects on satisfaction. Utility value and satisfaction play significant roles in shaping learners' intention to continue using Web-based learning.