A Study Examining Undergraduate Students’ Satisfaction and Continuance Intention with E-learning in Beijing, China
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Purpose: This study investigates the factors impacting undergraduate students’ satisfaction and continuance intention with e-learning in Beijing, China. The main theories were Information Systems Success Model (ISSM), Expectation Confirmation Theory (ECT), and Technology Acceptance Model (TAM). Perceived usefulness, confirmation, satisfaction, system quality, information quality, service quality, and continuance intention were all interconnected in the conceptual framework. Research design, data, and methodology: 479 questionnaires were completed by students in the four departments of the Beijing Film Academy. 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. Results: All eight hypotheses proposed in the study were supported. 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. Conclusions: College teaching practitioners should focus to enhance e-learning’s efficiency and student’s motivation to continue using online education appropriately.
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