Abstract
Understanding users’ continued usage intentions for online learning applications is significant for online education. In this paper, we explore a scale to measure users’ usage intentions of online learning applications and empirically investigate the factors that influence users’ continued usage intentions of online learning applications based on 275 participant data. Using the extended Technology Acceptance Model (TAM) and the Structural Equation Modelling (SEM), the results show that males or users off campus are more likely to use online learning applications; that system characteristics (SC), social influence (SI), and perceived ease of use (PEOU) positively affect the perceived usefulness (PU), with coefficients of 0.74, 0.23, and 0.04, which imply that SC is the most significant to the PU of online learning applications; that facilitating conditions (FC) and individual differences (ID) positively affect the PEOU, with coefficients of 0.72 and 0.37, which suggest that FC is more important to the PEOU of online learning applications; and that both PEOU and PU positively affect the behavioral intention (BI), with coefficients of 0.83 and 0.51, which indicate that PEOU is more influential than PU to users’ continued usage intentions of online learning applications. In particular, the output quality, perceived enjoyment, and objective usability are critical to the users’ continued usage intentions of online learning applications. This study contributes to the technology acceptance research field with a fast growing market named online learning applications. Our methods and results would benefit both academics and managers with useful suggestions for research directions and user-centered strategies for the design of online learning applications.
Highlights
Online learning is defined more clearly as any class that offers its entire curriculum in an online course delivery mode, allowing students to participate regardless of geographic location and independent of time and place [1]
We explore the scale of users’ usage intentions for online learning applications and identify the factors that influence users’ continued usage intentions for online learning applications from the user perspective using the extended Technology Acceptance Model (TAM) in order to improve a user-centered design for mobile learning applications
We empirically investigated users’ continued usage intention for online learning applications from users’ perspectives
Summary
Online learning is defined more clearly as any class that offers its entire curriculum in an online course delivery mode, allowing students to participate regardless of geographic location and independent of time and place [1]. The worldwide online learning market shows fast and significant growth for the past several years. Almost all the Internet companies and educational institutions have shown interest in releasing related courses and applications. Take the App Store of Apple Inc. as an example; there are at least 178,000 applications classified in the category of education until March. Docebo [2] reported that the worldwide market for self-paced e-Learning (for example, online learning) reached $35.6 billion in 2011. The five-year compound annual growth rate is estimated around 7.6%, and revenues would reach $51.5 billion by 2016.
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