Examining students' intention to continue using blogs for learning: Perspectives from technology acceptance, motivational, and social-cognitive frameworks

Abstract

This study is designed to investigate factors influencing undergraduate students' continuance intention to use blogs for learning in a management information systems course. Constructs from three theoretical frameworks, i.e., social-cognitive theory, technology acceptance model, and motivation theory were used to guide the study. A cross-sectional survey was used to collect usable data from 108 undergraduate students in a Canadian university. Relevant hypotheses were formulated and tested using the partial least squares technique. The results indicate that perceived self-efficacy, personal outcome expectations, and perceived support for enhancing social ties are pertinent antecedents to students' initial acceptance of blog use for learning. The intrinsic motivational factor of perceived playfulness has a significant effect on students' blog continuance usage intention as does attitude toward blog use for learning. The implications of the study's findings for practice and research are discussed, and avenues for future research outlined.