Abstract

Previous research suggests that an eventual information technology (IT) success depend on both its initial adoption (acceptance) and subsequent continued usage (continuance). Expectancy disconfirmation theory (EDT) has been successfully used to predict users’ intention to continue using information technologies. This study proposed a decomposed EDT model to examine cognitive beliefs and affect that influence users’ continuance decision in the context of e-learning service. The proposed model extended EDT by decomposing the perceived performance component into usability, quality, and value. Research hypotheses derived from this model are empirically validated using the responses to a survey on e-learning usage among 183 users. The results suggest that users’ continuance intention is determined by satisfaction, which in turn is jointly determined by perceived usability, perceived quality, perceived value, and usability disconfirmation.

Citation

Chiu, C.M., Hsu, M.H., Sun, S.Y., Lin, T.C. & Sun, P.C. (2005). Usability, quality, value and e-learning continuance decisions. Computers & Education, 45(4), 399-416. Elsevier Ltd. Retrieved August 6, 2024 from https://www.learntechlib.org/p/67133/.

Keywords

• Beliefs
• Computer Uses in Education
• continuance
• e-learning
• Expectancy disconfirmation theory
• Expectation
• Foreign Countries
• information technology
• Intention
• quality
• success
• usability
• User Satisfaction (Information)
• Users (Information)
• Value