Cloud Computing-Based Virtual Learning Environments: Factors That Build Trust and Satisfaction Leading to Acceptance

Abstract

Cloud computing-based virtual learning environments (CVLE) can help students with rural backgrounds improve their academic skill set. However, the teachers and students are not satisfied with this pedagogical model. This study empirically examines whether CVLE-related performance attributes, characteristics, and administrative factors can help students with a rural background build internal feelings of trust in CVLE and satisfaction with its use to manage knowledge. As a result, they will intend to use CVLE to become academically competitive. We employed a mixed-method research approach, collected data from 449 university students with a rural background in Hefei, China, and performed analyses using Smart-PLS. We employed the stimulus–organism–response theory. We considered and empirically confirmed that CVLE-related performance attributes (perceived ease of use and usefulness), characteristics (interactivity, omnipresence), and administrative factors (university support) are stimuli to build an organism (trust, satisfaction). This organism will, in response, results in students’ intention to use CVLE. We also examined the mediating role of trust and satisfaction between stimulus and response factors and found a significant mediation between 11 out of 14 mediating associations. This study has theoretical implications for researchers and practical implications for policymakers, government educational authorities, the administration of higher education institutes, and cloud computing service providers.