Understanding the Continuance Intention of College Students toward New E-Learning Spaces Based on an Integrated Model of the TAM and TTF

The emergence of educational video platforms has led to microlearning resources becoming increasingly mainstream. These platforms offer unique ecosystems and resource designs that better cater to the needs of learners. In this study, we examined the technology acceptance model (TAM) and task-technology fit (TTF) theory and conducted an empirical analysis of user satisfaction with new online learning spaces. We learned that perceived usefulness, perceived ease of use, and task-technology fit had significantly impacted user satisfaction, with these three factors collectively contributing to 78.2% of the variance in user satisfaction. Additionally, user satisfaction and task-technology fit significantly influenced the continuance intentions of users toward using these spaces, with both factors contributing to 66.7% of the variance in continuance intention. Overall, our findings revealed that the future development of new online learning spaces should consider the task requirements of learners and improve the platforms accordingly.

Automated summary

The emergence of educational video platforms has made microlearning resources increasingly popular. By studying the technology acceptance model and task-technology fit theory, we found that perceived usefulness, perceived ease of use, and task-technology fit significantly impact user satisfaction. User satisfaction and task-technology fit also have a significant influence on users' intention to continue using online learning spaces.