Measuring Satisfaction and Continuance Intention of Undergraduates towards E-Learning in Chengdu, China
DOI:
https://doi.org/10.14456/shserj.2024.54Keywords:
E-Learning, Perceived Usefulness, Satisfaction, Information Quality, Continuance IntentionAbstract
Purpose: This study evaluates the factors significantly influencing e-learning satisfaction and continuance intention among undergraduate dance choreography students at three private universities in Chengdu, China. The present study investigates the impact of confirmation, system quality, service quality, perceived usefulness, satisfaction, and information quality on students' satisfaction and continuance intention towards e-learning. Research design, data, and methodology: The researcher used a quantitative approach to collect the data by distribuing an online questionnaire to 492 undergraduates majoring in dance choreography from three target universities. The sampling techniques involve purposive, quota and conveneince sampling. The relationships between the study variables were determined through factor analysis (CFA) and structural equation modeling (SEM). Results: The results of data analysis showed that confirmation, system quality, service quality, perceived usefulness, and information quality significantly impact satisfaction. It also indicated that perceived usefulness exerts the greatest impact on satisfaction. Futhermore, perceived usefulness and satisfaction significantly impact continuance intention. Conclusions: To ensure students’ continuance intention and sustained use of e-learning, university administrators, teaching staff, and e-learning developers should focus on the development on the quality and ease of use of e-learning system to enhance the learning efficiency and performance of students.
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