Please use this identifier to cite or link to this item: http://localhost/handle/Hannan/4721
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dc.contributorAmir Ashrafi-
dc.contributorAhad Zareravasan-
dc.contributorSogol Rabiee Savoji-
dc.contributorMasoumeh Amani-
dc.date.accessioned2023-05-04T19:14:58Z-
dc.date.available2023-05-04T19:14:58Z-
dc.date.issued2020en_US
dc.identifier.otherhttps://doi.org/10.1080/10494820.2020.1734028-
dc.identifier.urihttp://localhost/handle/Hannan/4721-
dc.description.abstractIn 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.en_US
dc.language.isoen_USen_US
dc.subjectExpectation-confirmation model (ECM); learning management system (LMS); partial least squares (PLS); perceived enjoyment; subjective norm; technology acceptance model (TAM)en_US
dc.titleExploring factors influencing students’ continuance intention to use the learning management system (LMS): a multi-perspective framework-
dc.typeArticleen_US
Appears in Collections:مدیریت فناوری اطلاعات

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Full metadata record
DC FieldValueLanguage
dc.contributorAmir Ashrafi-
dc.contributorAhad Zareravasan-
dc.contributorSogol Rabiee Savoji-
dc.contributorMasoumeh Amani-
dc.date.accessioned2023-05-04T19:14:58Z-
dc.date.available2023-05-04T19:14:58Z-
dc.date.issued2020en_US
dc.identifier.otherhttps://doi.org/10.1080/10494820.2020.1734028-
dc.identifier.urihttp://localhost/handle/Hannan/4721-
dc.description.abstractIn 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.en_US
dc.language.isoen_USen_US
dc.subjectExpectation-confirmation model (ECM); learning management system (LMS); partial least squares (PLS); perceived enjoyment; subjective norm; technology acceptance model (TAM)en_US
dc.titleExploring factors influencing students’ continuance intention to use the learning management system (LMS): a multi-perspective framework-
dc.typeArticleen_US
Appears in Collections:مدیریت فناوری اطلاعات

Files in This Item:
File SizeFormat 
62.pdf2.13 MBAdobe PDF
Full metadata record
DC FieldValueLanguage
dc.contributorAmir Ashrafi-
dc.contributorAhad Zareravasan-
dc.contributorSogol Rabiee Savoji-
dc.contributorMasoumeh Amani-
dc.date.accessioned2023-05-04T19:14:58Z-
dc.date.available2023-05-04T19:14:58Z-
dc.date.issued2020en_US
dc.identifier.otherhttps://doi.org/10.1080/10494820.2020.1734028-
dc.identifier.urihttp://localhost/handle/Hannan/4721-
dc.description.abstractIn 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.en_US
dc.language.isoen_USen_US
dc.subjectExpectation-confirmation model (ECM); learning management system (LMS); partial least squares (PLS); perceived enjoyment; subjective norm; technology acceptance model (TAM)en_US
dc.titleExploring factors influencing students’ continuance intention to use the learning management system (LMS): a multi-perspective framework-
dc.typeArticleen_US
Appears in Collections:مدیریت فناوری اطلاعات

Files in This Item:
File SizeFormat 
62.pdf2.13 MBAdobe PDF