Publication details

Exploring factors influencing students’ continuance intention to use the learning management system (LMS): a multi-perspective framework

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Year of publication 2022
Type Article in Periodical
Magazine / Source Interactive Learning Environments
MU Faculty or unit

Faculty of Economics and Administration

Keywords Expectation-confirmation model (ECM); learning management system (LMS); partial least squares (PLS); perceived enjoyment; subjective norm; technology acceptance model (TAM)
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Description In the last decades, universities and higher education institutes have widely employed a learning management system (LMS) to monitor and manage electronic learning and teaching. Contrary to the significant role of LMS in educational settings, most research has focused on initial acceptance, and few attempts have been made to investigate factors influencing students’ continuance intention to use LMS. The present study is an effort towards this research direction by proposing an integrated model of expectation-conformation model (ECM), technology acceptance model (TAM), social influence (subjective norm), and perceived enjoyment (hedonic value). The proposed model is tested using statistical data from 153 university students from Mehralborz University (MAU), Tehran, Iran. To verify the proposed theoretical model, we ran partial least squares (PLS)/ structured equation modeling (SEM). The findings of this study reveal that the perceived usefulness is the strongest predictor of students’ continuance intention. Surprisingly, our results also indicate that students’ attitudes toward LMS and their satisfaction level exert no significant influence on continuance intention. The implications of this study and its limitations are also discussed.
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