Exploring factors influencing students' continuance intention to use the learning management system (LMS): a multi-perspective framework

In the last decades, universities and higher education institutes have widely employed a learning management system (LMS) to monitor and manage electronic 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 model (ECM), technology acceptance model (TAM), social influence (subjective norm), and perceived enjoyment (hedonic value). The proposed model is tested using statistical data from 153 university students from Mehralborz University (MAU), Tehran, Iran. To verify the proposed theoretical model, we ran partial least squares (PLS)/ structured equation modeling (SEM). The findings of this study reveal that the perceived usefulness is the strongest predictor of students' continuance intention. Surprisingly, our results also indicate that students' attitudes toward LMS and their satisfaction level exert no significant influence on continuance intention. The implications of this study and its limitations are also discussed.

Automated summary

In the last few decades, universities and higher education institutes have widely adopted learning management systems (LMS) for electronic learning and teaching. However, most research has focused on initial acceptance of LMS, and few studies have examined factors influencing students' intention to continue using LMS. This study proposes an integrated model to investigate these factors and finds that perceived usefulness is the strongest predictor of continuance intention, while attitudes and satisfaction have no significant influence.