Influencing factors on students' continuance intention to use Learning Management System (LMS)

Abstract

In the last decades, universities and higher education institutes have widely employed learning management system (LMS) to monitor and manage online 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 Theory (ECT), and Technology Acceptance Model (TAM). The proposed model was tested using statistical data from 153 students from an online university. To verify the proposed theoretical model, we ran partial least squares (PLS)/ structured equation modeling (SEM). The findings of this study revealed that the perceived usefulness is the strongest predictor of students' continuance intention. Surprisingly, our results also indicated that students' attitude toward LMS and their satisfaction level exert no significant influence on continuance intention.