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

Cited by (1,000)

Items 101–200 of 1,000

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7. Understanding the Generation Z Behavior on D-Learning: A Unified Theory of Acceptance and Use of Technology (UTAUT) Approach
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9. Technology‐assisted learning: a longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning
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10. The role of aesthetic, cultural, utilitarian and branding factors in young Chinese consumers' repurchase intention of smartphone brands
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11. Teachers and technology: development of an extended theory of planned behavior
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12. Analysis of Student Attitudes towards E-learning: The Case of Engineering Students in Libya
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14. The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students
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15. Critical success factors for the continuation of e-learning initiatives
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18. Toward an Understanding of University Students’ Continued Intention to Use MOOCs: When UTAUT Model Meets TTF Model
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19. Understanding e-book users: Uses and gratification expectancy model
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20. Do cultural differences affect users’ e‐learning adoption? A meta‐analysis
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21. Continuous Intention on Accommodation Apps: Integrated Value-Based Adoption and Expectation–Confirmation Model Analysis
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22. Think, feel, act: motivational and emotional influences on military students’ online academic success
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23. The role of post-use trust in the acceptance of a technology: Drivers and consequences
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25. An extension of Delone and McLean IS success model with self-efficacy
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26. Can Online Wait Be Managed? The Effect of Filler Interfaces and Presentation Modes on Perceived Waiting Time Online1
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27. An empirical investigation linking learners’ adoption of blended learning to their intention of full e-learning
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28. Can we have fun @ work? The role of intrinsic motivation for utilitarian systems
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29. Drivers of continuance intention with mobile banking apps
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30. User centric cloud service model in public sectors: Policy implications of cloud services
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31. Understanding the Role of Sense of Presence and Perceived Autonomy in Users' Continued Use of Social Virtual Worlds
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32. Influencing Factors of Usage Intention of Metaverse Education Application Platform: Empirical Evidence Based on PPM and TAM Models
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33. The role of social motivations in e-learning: How do they affect usage and success of ICT interactive tools?
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34. Absorbed in technology but digitally overloaded: Interplay effects on gig workers’ burnout and creativity
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35. Making the most of information technology & systems usage: A literature review, framework and future research agenda
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36. Integrating user interface and personal innovativeness into the TAM for mobile learning in Cyber University
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37. The role of involvement in learning management system success
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38. Technological innovativeness and information quality as neoteric predictors of users’ acceptance of learning management system
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39. The role of cognitive absorption in predicting mobile internet users’ continuance intention: An extension of the expectation-confirmation model
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40. User acceptance of long‐term evolution (LTE) services
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41. Online information quality and consumer satisfaction: The moderating roles of contextual factors – A meta-analysis
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42. Technology, Demographic Characteristics and E-Learning Acceptance: A Conceptual Model Based on Extended Technology Acceptance Model
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43. A meta-analysis of IT continuance: An evaluation of the expectation-confirmation model
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44. The impact of self-efficacy, ease of use and usefulness on e-purchasing: An analysis of experienced e-shoppers
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45. Factors affecting the intention to use a web-based learning system among blue-collar workers in the automotive industry
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46. Health experience model of personal informatics: The case of a quantified self
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47. “I am Still Learning”: Modeling LMS Critical Success Factors for Promoting Students’ Experience and Satisfaction in a Blended Learning Environment
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48. Students' satisfaction and continuance intention of the cloud-based e-learning system: roles of interactivity and course quality factors
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49. User Acceptance Towards Web-based Learning Systems: Investigating the Role of Social, Organizational and Individual Factors in European Higher Education
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50. Examining a technology acceptance model of internet usage by academics within Thai business schools
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51. Satisfaction and continuous use intention of e-learning service in Brazilian public organizations
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52. Antecedents and outcomes of internet usage within organisations in Yemen: An extension of the Unified Theory of Acceptance and Use of Technology (UTAUT) model
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53. Construction and empirical research on acceptance model of service robots applied in hotel industry
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54. Understanding e-learning continuance intention: a negative critical incidents perspective
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55. Learning Management System
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56. Healthcare service evolution towards the Internet of Things: An end-user perspective
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57. System Characteristics, Satisfaction and E-Learning Usage: A Structural Equation Model (SEM)
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58. The Challenges and Prospects of Using E-learning Among EFL Students in Bisha University
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59. The moderating effects of gender and need satisfaction on self-regulated learning through Artificial Intelligence (AI)
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60. Demographic differences and the antecedents of blog stickiness
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61. An empirical examination of individual and system characteristics on enhancing e-learning acceptance
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62. An empirical study on factors affecting continuance intention of using Facebook
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63. The impact of age on website usability
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64. Factors Affecting the Use of Smart Mobile Examination Platforms by Universities’ Postgraduate Students during the COVID-19 Pandemic: An Empirical Study
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65. The important elements of LMS design that affect user engagement with e-learning tools within LMSs in the higher education sector
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66. Developing customer product loyalty through mobile advertising: Affective and cognitive perspectives
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67. Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB
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68. Sources of satisfaction and dissatisfaction with a learning management system in post-adoption stage: A critical incident technique approach
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72. An Extended UTAUT Model to Explain Factors Affecting Online Learning System Amidst COVID-19 Pandemic: The Case of a Developing Economy
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73. Satisfaction and continuance with a learning management system
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74. Design characteristics of virtual learning environments: state of research
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76. Adoption and Use of Learning Management Systems in Education: The Role of Playfulness and Self-Management
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77. Tourists’ post-adoption continuance intentions of chatbots: integrating task–technology fit model and expectation–confirmation theory
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78. Exploring the user experience of three-dimensional virtual learning environments
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79. Relationship between Motivational Factors and Job Performance of Employees in Malaysian Service Industry
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83. Understanding factors affecting e-reverse auction use: An integrative approach
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87. Students’ motivation and continued intention with online self-regulated learning: A self-determination theory perspective
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88. Information Technology Continuance Intention
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