Abstract
The success of Web-based learning depends on learner loyalty, i.e., subsequent continued usage (continuance). We extended the Unified Theory of Acceptance and Use of Technology (UTAUT) by introducing components of subjective task value into a model for studying learners’ continuance intentions in Web-based learning. Based on survey data from 286 respondents, SEM was employed to assess the model. The results indicated that performance expectancy, effort expectancy, computer self-efficacy, attainment value, utility value, and intrinsic value were significant predictors of individuals’ intentions to continue using Web-based learning, while anxiety had a significant negative effect. The results suggested the beneficial effect of positive subjective task value on stimulating learners’ intentions to continue using Web-based learning, which is as important as performance expectancy and effort expectancy. Implications and limitations of our study are discussed.
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