ArticleFrontiers in psychology2022
Media Richness and Continuance Intention to Online Learning Platforms: The Mediating Role of Social Presence and the Moderating Role of Need for Cognition.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Development and validation of a multidimensional scale for AI tutoring acceptance in higher education.NPJ science of learning · 2026Article
- Differences in Sports Learning by Digital Literacy Level Among Generation Z: An Application of the Unified Theory of Acceptance and Use of Technology (UTAUT) and Media Richness Theory (MRT).Behavioral sciences (Basel, Switzerland) · 2026Article
- Loneliness to consumption intention: emotional bonding and escapism in AI emotional companion app use.Frontiers in public health · 2026Article
- Food digital marketing on social media: trends and strategies of Brazil's leading meal delivery app.Frontiers in nutrition · 2025Article
- How does Identity Theory contribute to the Continuance Use of E-learning: The mediating role of Inertia and moderating role of computer Self-efficacy.Education and information technologies · 2023Article
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Authors and funding
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Abstract
Continuance intention to online learning platforms has received increased attention in recent years, and media richness has been found to be an important antecedent influencing user retention. However, there is insufficient research on the mediating and moderating mechanism underlying this relation. The purpose of this article is to investigate (a) the positive association between three dimensions of media richness and user continuance intention, (b) the mediating role of social presence in the relationship between three dimensions of media richness and continuance intention, and (c) the moderating role of need for cognition in the relationship between three dimensions of media richness and social presence. We conduct a survey questionnaire with a sample of 368 users from online learning platforms and use structural equation modeling. The results indicate that the model proposed has a high explanatory power of continuance intention to online learning platforms and give support to the moderating role of the need for cognition. The study highlights the crucial role these technological-environment-related variables (media richness) have in relation to virtual user experience (social presence) and their continuance intention. Furthermore, this study shows the significance of differentiated online course design to foster users' social presence according to user types.
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