Determinants of perceived e-learning usefulness in higher education: A case of Thailand

Long Kim · Pimlapas Pongsakornrungsilp · Siwarit Pongsakornrungsilp · Teerada Cattapan · Nuttaprachya Nantavisit

11 citations0/0 files storedInnovative Marketing

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Technology Adoption and User Behaviour Online and Blended Learning Technology-Enhanced Education Studies

Abstract

Perceived e-learning usefulness as a marketing element has significantly affected student satisfaction, which results in a high propensity to continue using the current e-learning services with their universities. Therefore, this study aims to examine the effects of perceived risk, confirmation, and student motivation on perceived e-learning usefulness. This paper employed a convenience sampling technique to collect opinions from 689 university students at different universities (e.g., Thaksin University, Hatyai University, Prince of Songkla University, and Rajabhat University) around Thailand. Those students were actively using e-learning to access their education. After checking data validity, only 527 valid responses were analyzed through the path analysis method. According to empirical findings, confirmation significantly influenced student motivation, while perceived risk did not significantly impact student motivation. Finally, perceived e-learning usefulness was significantly influenced by confirmation, student motivation, and perceived risk. Furthermore, although these factors significantly influenced perceived e-learning usefulness, attitudes toward perceived e-learning usefulness relied mainly on the degree of confirmation, as this factor highlighted the most substantial effect on perceived e-learning usefulness. Moreover, perceived e-learning usefulness as a marketing element is a promising topic in the e-learning service sector, which requires future studies to examine to which extent the current study findings could apply to other groups of students or practitioners.

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References

2001Understanding Information Systems Continuance: An Expectation-Confirmation Model1 2005Self‐determination theory and work motivation 2009Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation model 2004Integrating perceived playfulness into expectation-confirmation model for web portal context 2015User acceptance of wearable devices: An extended perspective of perceived value 2006Perceived usefulness, personal experiences, risk perception and trust as determinants of adoption of e-government services in The Netherlands 2018Influence of consumers’ perceived risk on consumers’ online purchase intention 2009The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology

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