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首页> 外文期刊>Journal of systems and information technology >E-learning satisfaction and retention: a concurrent perspective of cognitive absorption, perceived social presence and technology acceptance model
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E-learning satisfaction and retention: a concurrent perspective of cognitive absorption, perceived social presence and technology acceptance model

机译：电子学习满意度和保留：同时的认知吸收，感知社会存在和技术验收模型的同步视角

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Purpose - The purpose of this study is to concurrently test the effect of cognitive absorption and perceived social presence on technology acceptance model core variables, e-satisfaction and e-retention among undergraduate students of Northern Malaysian public universities. Design/methodology/approach - To empirically test the model, the authors developed quantitative research by collecting data from 730 undergraduate students of public universities in the Northern states of Malaysia. Partial least squares-structural equation modeling was used to analyze the data. Findings - The results of the study reveal that cognitive absorption has a direct significant and positive effect on perceived usefulness and perceived ease of use of e-learning platforms and an indirect effect on e-satisfaction and e-retention. Equally, perceived social presence has a direct positive and significant effect on perceived ease of use and an indirect effect on e-satisfaction and e-retention, while e-satisfaction positively and significantly influences electronic retention. However, perceived social presence has an insignificant effect on perceived usefulness. Practical implications - The findings of this study provide insights to practitioners, academia and university management, policymakers, designers and marketers on how to use the selected variables to improve the e-learning systems generally, and LeamingZone Moodle in particular. Originality/value - Several studies have been conducted in the domain of electronic learning; none of them, however, concurrently linked cognitive absorption and perceived social presence with technology acceptance model core factors to predict e-satisfaction and e-retention using LeamingZone Moodle. This study helps the research community to fill this gap as the literature lacks a concerted discussion concerning these variables to significantly predict e-satisfaction and e-retention in an online learning context.
机译：目的 - 本研究的目的是同时测试认知吸收和感知社会存在对技术验收模型核心变量的影响，电子满意和电子保留在马来西亚北部公立大学的本科生。设计/方法/方法 - 凭经验测试该模型，作者通过在马来西亚北方730名公立大学的本科生中收集数据来发展定量研究。部分最小二乘结构方程建模用于分析数据。研究结果 - 研究结果表明，认知吸收对感知的有用性和感知易用的电子学习平台和对电子满意度和电子保留的间接影响具有直接显着和积极影响。同样，感知社会存在对感知的易用性和对电子满意度和电子保留的间接影响有一种直接的积极和显着影响，而e-ression action action action且显着影响电子保留。然而，感知社会存在对感知有用性有微不足道的影响。实际意义 - 本研究的结果为从业者，学术界和大学管理，政策制定者，设计师和营销人员提供了如何使用所选变量的洞察，并特别是更改电子学习系统，特别是Lemmingzone Moodle。原创性/价值 - 在电子学习领域进行了几项研究;然而，它们都不是将认知吸收和感知社会存在与技术验收模型核心因素相连，以预测使用Lemingzone Moodle的E-Supertion和E-Retent。本研究有助于研究界填补这种差距，因为文献缺乏关于这些变量的一致讨论，以显着预测在线学习背景下的电子满意度和电子保留。

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