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Journal of Computers in Education

Erschienen in:

13.04.2020

Direct or indirect effects from “perceived characteristic of innovation” to “intention to pay”: mediation of continuance intention to use e-learning

verfasst von: Chi-Cheng Chang, Chaoyun Liang, Yi-Chun Chiu

Erschienen in: Journal of Computers in Education | Ausgabe 4/2020

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Abstract

The study aimed to explore the influences of perceived characteristics of innovation (PCI) on the intention to pay and continuance intention to use an e-learning website, and the mediated effect of continuance intention to use on the relationships between PCI and intention to pay. Participants in the present study included 670 adult learners from an e-learning website. A questionnaire and Structural Equation Modeling (SEM) were employed to gather and analyze the data, respectively. The study derived four potential factors and provided a research model based on the theories of PCI and characteristics of e-learning. The research results revealed that compatibility and e-learning self-efficacy positively affected adults’ intention to pay and continuance intention to use the e-learning website. Continuance intention to use positively influenced intention to pay. Continuance intention to use mediated the relationship between compatibility and intention to pay. Similarly, Continuance intention to use mediated the relationship between e-learning self-efficacy and intention to pay. This paper concludes by noting the contributions and implications for theory and practice.

Vorheriger Artikel Students’ performance in blended learning: disciplinary difference and instructional design factors

Nächster Artikel Virtual learning communities (VLCs) rethinking: influence on behavior modification—bullying detection through machine learning and natural language processing

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Titel: Direct or indirect effects from “perceived characteristic of innovation” to “intention to pay”: mediation of continuance intention to use e-learning
verfasst von: Chi-Cheng Chang
Chaoyun Liang
Yi-Chun Chiu
Publikationsdatum: 13.04.2020
Verlag: Springer Berlin Heidelberg
Erschienen in: Journal of Computers in Education / Ausgabe 4/2020
Print ISSN: 2197-9987
Elektronische ISSN: 2197-9995
DOI: https://doi.org/10.1007/s40692-020-00165-6

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