Understanding e-learning continuance intention: An extension of the Technology Acceptance Model

By Juan Carlos Roca, Chao-Min Chiu, Francisco José Martínez. Int. J. Hum. Comput. Stud., 2006

1,486 citations recorded by the source corpus.

Subfields: Information Systems and Management, Organizational Behavior and Human Resource Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b77034401eb0332a912c4911eedea654d47a091c

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Citations in the corpus

Investigating users' perspectives on e-learning: An integration of TAM and IS success model (2015, background): “Information quality is often seen as a key antecedent for user satisfaction (Hassanzadeh et al., 2012; Kim et al., 2012; Roca et al., 2006; Saba, 2013; Wang & Chiu, 2011), and for intention to use e-learning system (Cheng, 2012; Ramayah et al.”
Analysis of User Satisfaction with Online Education Platforms in China during the COVID-19 Pandemic (2020, background): “Previous studies, such as literature [16] and literature [18], focused on the satisfaction of users’ normal use of online education platforms when there was no public health disaster such as COVID-19.”
e-Learning continuance intention: Moderating effects of user e-learning experience (2011, methodology): “Previous studies have identifiedmany factors having a direct or indirect effect on users’ continuance intentions regarding new systems or services, including (1) user satisfaction (Bhattacherjee, 2001a, 2001b; Hsu & Chiu, 2004; Hsu, Yen, Chiu, & Chang, 2006; Liao et al., 2007; Roca et al., 2006), (2”
The role of task-technology fit as users' motivation to continue information system use (2009, background): “…been to focus on IT-centric variables with, e.g., user satisfaction and perceived usefulness as the key to success (success meaning ‘‘strong intention among users to continue their use of an IS”) (Chiu, Sun, Sun, & Ju, 2006; Premkumar & Bhattacherjee, 2006; Roca et al., 2006; Thong et al., 2006).”
Customer behavior in electronic commerce: The moderating effect of e-purchasing experience (2010, background): “Most of this research introduces perceptions which act either in a similar way to PEOU and PU (Childers et al., 2001; Ha and Stoel, 2009) or as intermediaries between them and the dependent variable (Van DerHeijden and Verhagen, 2004; Roca et al., 2006).”
Exploring the influential factors of continuance intention to use mobile Apps: Extending the expectation confirmation model (2018, background): “Based on the fact that studies of technology continuance intention have traditionally been conducted using survey research (Roca et al. 2006), an on-line survey was developed in two versions, English and Portuguese.”
Perceived Convenience in an Extended Technology Acceptance Model: Mobile Technology and English Learning for College Students. (2012, background): “, 2006), perceived quality (Roca et al., 2006), perceived value (Turel, Serenko & Bontis, 2007), perceived playfulness (Moon & Kim, 2001; Roca & Gagné, 2008), and perceived convenience (Yoon & Kim, 2007).”
Intimacy, familiarity and continuance intention: An extended expectation-confirmation model in web-based services (2011, methodology): “Second, the ECM has been widely used to study post-adoption behavior in various web-based service contexts, such as online banking and e-learning (Roca et al. 2006, Min and Shenghua 2007, Chiu and Wang 2008, Limayem and Cheung 2008).”
Using the Technology Acceptance Model in Understanding Academics' Behavioural Intention to Use Learning Management Systems (2014, methodology): “In relation to elearning and LMS, TAM has also been adopted and tested[46, 47].”
Learners' acceptance of e-learning in South Korea: Theories and results (2009, background): “E-learning’s playfulness positively affects learners’ intention to use e-learning (Roca et al., 2006).”