ArticleFrontiers in psychology2023
What are the key drivers to promote continuance intention of undergraduates in online learning? A multi-perspective framework.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Continuance intention to use mobile learning among college students: integrating quality factors and the expectation confirmation model.Scientific reports · 2026Article
- From support and interaction to continuance: affective pathways and the bright side of cognitive load in English-medium instruction.Frontiers in psychology · 2026Article
- Exploring synchronous, asynchronous, and conventional online courses in higher education.PloS one · 2026Article
- Evaluating a Website on Learning Disorders for Parents and Learning Therapists: Observational Mixed Methods Study.JMIR formative research · 2025Observational
- Investigation of the impact of cognitive load on EFL learners' satisfaction with MOOCs: the mediating role of expectation confirmation and perceived usefulness.BMC psychology · 2025Article
- The impact of social media on university students' revisit intention in sports tourism: A hybrid method based on SEM and ANN.PloS one · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
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Abstract
Introduction/Aim: The purpose of this study is to investigate the key predictors of online learning system continuance intention using expectation-confirmation theory and information system success model as the theoretical framework. Methods: A total of 537 respondents participated in the questionnaire to measure their self-reported responses to eight constructs (perceived usefulness, interaction, confirmation, satisfaction, continuance intention, information quality, system quality, service quality). Convenience sampling was used to obtain participants in this study. Partial least square structural equation model is used for data analysis. Results: The results showed that all the hypotheses were validated except that there was no significant positive relationship between online learning interaction and student satisfaction. Meanwhile, the variance of the continuance intention of the online learning system reached 74.0%, falling within the moderate to substantial. In addition, the multi-group analysis of perceived usefulness, satisfaction and continuance intention showed that there was no significant gender difference in the above two relationships. Discussion: Finally, this study also puts forward the theoretical and practical implications of college students' continuance intention of online learning system.
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