Clarifying the impact of surprise in e-learning system design based on university students with multiple learning goals orientation

Abstract

E-learning systems, assessed through computers and/or mobile devices, are widely adopted to assist university students’ learning. Nonetheless, the impact of surprise in the design of e-learning systems still needs clarification. The link of learners’ multiple goals orientation to their e-learning system use behavior also lacks clarification. This study, therefore, clarifies the issues based on the updated IS success model. Data of two hundred and forty-one university learners who used e-learning systems in their course learning were gathered and analyzed with SEM. The results validated the significant association of surprise with university students’ system use and user satisfaction that facilitated the transfer of the learning to their overall learning outcome. However, learners of different learning goals orientation presented different patterns of learning transfer through e-learning systems. The results reflected different roles of e-learning to learners of different learning goals orientation in their learning adaptation.