Abstract
This study aims to investigate the impact of integrating essential factors on Internet usage continuance intention in students’ context. The proposed model examines the influence of perceived enjoyment, perceived image, satisfaction, information value, and emotional value on Internet continuance intention. Additionally, it investigates the role of Internet addiction, satisfaction, and continuance intention on academic performance among university students. A survey questionnaire method was adopted to collect data from university students in Jordan. Data was collected from 450 voluntary participants, and the analysis was conducted using SPSS and AMOS. The analysis results show that perceived enjoyment, perceived image, information value, and emotional value have a significant positive influence on continuance intention of Internet use. Besides, the results show that continuance intention has a positive impact on satisfaction and Internet addiction. While continuance intention has a significant positive impact on students’ academic performance, and Internet addiction has a significant negative impact on students’ academic performance, the impact of satisfaction on academic performance was not supported. This study is the first to examine integrating of perceived enjoyment, perceived image, information value, and emotional value on Internet continuance usage. Furthermore, this study is also distinguished from other studies by investigating the negative impact of Internet addiction on students’ academic performance gap.
Highlights
Nowadays, Internet resources have become a very important component in educational systems (Salam and Farooq 2020)
This study contributes to closing this gap through extending the associations between individual drivers and social drivers and examining its impact on Internet continuance intention
The first part of the results shows that perceived enjoyment, perceived image, information value, and emotional value explain 47% of the variance in continuance intention
Summary
Internet resources have become a very important component in educational systems (Salam and Farooq 2020). Over the past few years, many researchers examined the determinants of continuance intention to use Internet and social media sites (Joorabchi et al, 2011; Karnik et al, 2013; Houghton et al, 2020; Marengo et al 2020). The impact of using Internet and technology tools on students’ academic performance has been examined in the literature (Choi, 2016; Naqshbandi et al, 2017; Bae, 2018; Hou et al, 2020). Other research examined the role of entertainment, satisfaction, and enjoinment as the antecedents of continuance intention to use Internet (Basak & Calisir, 2015; Choi, 2016; Bae, 2018) are among the many antecedents evidenced in the literature. The research results confirmed the positive impact of social media on students’ academic performance as it enhances students’ engagement, information, and resources sharing. Some research studies classified the technology adoption and use of drivers into individual drivers such as perceived enjoyment, information value, and emotional value and social drivers such as perceived image and subjective norm (Skog, 2009; Mohammadi, 2015; Zhang et al, 2017)
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