Understanding Web-based learning continuance intention: The role of subjective task value

By Chao-Min Chiu, Eric T. G. Wang. Information Manager (The), 2008

955 citations recorded by the source corpus.

Subfields: Communication, Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/1fbec1753913a45f53f8fa0100a971509769b10e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

In Education

In Information Systems and Management

Citations in the corpus

An Empirical Analysis of the Antecedents and Performance Consequences of Using the Moodle Platform (2013, methodology): “Wang is a graduate student in national Chi Nan University.”
Investigating users' perspectives on e-learning: An integration of TAM and IS success model (2015, background): “…helps to save time DeLone and McLean (2003) 0.64 E-learning helps to save cost Ho and Dzeng (2010) 0.48 E-learning helps me to be self-reliable Chiu and Wang (2008) 0.64 E-learning helps to improve my knowledge Hassanzadeh et al. (2012) 0.69 E-learning helps to improve my performance…”
Understanding the Internet banking adoption: A unified theory of acceptance and use of technology and perceived risk application (2014, methodology): “It was tested and applied to several technologies, such as online bulletin boards (Marchewka, Liu, & Kostiwa, 2007), instant messengers (Lin & Anol, 2008), and web-based learning (Chiu & Wang, 2008).”
Exploring the influential factors of continuance intention to use mobile Apps: Extending the expectation confirmation model (2018, background): “Social influence B is the degree to which an individual considers important how others believe he or she should use a technology ^ (Chiu and Wang 2008).”
Factors driving the adoption of m-learning: An empirical study (2010, background): “Concerningmath, English, science and social studies, their study found that if students don’t recognize the usefulness of the exam they are being asked to complete, both their effort and test results will suffer (Cole et al., 2008).”
The role of self-determination theory in explaining teachers' motivation to continue to use e-learning technology (2009, neutral): “…intention as a key antecedent to predict e-learning success in the meaning ‘‘behavior of reuse” (Chiu, Hsu, Sun, Lin, & Sun, 2005; Chiu, Sun, Sun, & Ju, 2007; Chiu & Wang, 2008; Hayashi, Chen, Ryan, & Jiinpo, 2004; Limayem & Cheung, 2008; Roca, Chiu, & Martinez, 2006; Roca & Gagné, 2008).”
Factors affecting the adoption of e-learning systems in Qatar and USA: Extending the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) (2017, background): “Many research studies have highlighted the important role that PE plays on BI to use web-based learning tools (Al-Gahtani 2016; Chiu and Wang 2008; Chu and Chen 2016; Marchewka et al. 2014; Merhi 2015; Oye et al. 2014).”
A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types (2011, background): “Toral, Barrero, and Martínez-Torres (2007) 142 Students E-Learning Technology/Tool TAM Ngai, Poon, and Chan (2007) 836 Students E-learning System (WebCT) TAM Zhang, Zhao, and Tan (2008) 121 Students E-learning System TAM Lee (2008) 1107 Students E-learning System TAM Chiu and Wang (2008) 286 Student”