Key Drivers of College Students' Satisfaction and Continuance Intention to Use E-Learning in Sichuan, China
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Abstract
Purpose: This article aimed to research the critical factors impacting college students’ satisfaction and intention to use e-learning in Sichuan, China. The conceptual framework presented cause-and-effect relationships between Interactivity, Course Content Quality, Perceived Usefulness, Confirmation, Perceived Ease of Use, Satisfaction, and Continuance Intention. Research design, data, and methodology: The researcher adopted a quantitative technique (n=500) to administer the questionnaire to Sichuan Vocational and Technical College of Commutations students. Non-probability sampling included judgmental sampling to select the school, quota sampling to define the sample size, and convenience sampling to collect data and distribute the questionnaires online. The researcher used structural equation modeling (SEM) and confirmatory factor analysis (CFA) to conduct the data analysis, including model fit, reliability, and construct validity. Results: The results showed that interactivity, course content quality, perceived usefulness, confirmation, and perceived ease of use had a significant effect on students’ satisfaction. Their satisfaction was an intermediate variable that influenced their intention to continue. Conclusions: The statistics supported the six research hypotheses of this paper, indicating that this study was able to achieve the research objectives. Therefore, we suggested that policymakers and program operators could increase their investment in e-learning to make it more effective.
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