Transcript P15

ISEM 3120
Seminar in ISEM
2014-2015 Semester
Chuk Cheuk Ka
12204560
Lau Ming Sze
12202401
Ng Ka Fan
12202967
Tsoi Chak Fei
14204991
Wan Chun Kit
12203033
Wong Tsun Lam
12210498
Content
1.
2.
3.
4.
Introduction
Research Method
Findings
Conclusion
1. Introduction
1.1 Background
1.2 Definitions & Concept
1.3 Objective
1.4 Rationale
1.1 Background
Research case:
Explaining and predicting users’ continuance intention toward e-learning:
An extension of the expectation–confirmation model
1.1 Background
Lee M.C. (2010), Explaining and predicting users’ continuance intention toward e-learning: An extension of the
expectation-confirmation model, Computers & Education 54, 506-516
1.2 Definitions & Concepts
Definitions
E-learning is the use of electronic media, educational technology and information
and communication technologies (ICT) in education.
 In this article, author focus on the web-based e-learning program
1.2 Definitions & Concept
Concept
 The intention to continue using e-Learning system is still very low
 Understanding the factors affecting customers’ intention to continue using
e-learning can:
1. Assist e-learning developers in designing popular contents
2. Help teachers and vendors design strategies that are more likely to
increase the use of e-learning.
1.3 Objective
1.4 Rationale
1.4 Rationale
Problems of Previous Research
 Employs inadequate factors which affect the intentions
 It did not show what attitude beliefs would affect user’s attitude towards
e-learning
 The flow theory can capture the elements of motivation
 Bridge the EXISTING GAP between acceptance and continuance streams
2. Research Model
2.1 Model
2.2 Questionnaire
2.3 Sampling Techniques & Statistical Method
2.1 Model
Research model and hypotheses based on
 Expectation–confirmation model (ECM)
 Technology acceptance model (TAM)
 Theory of planned behavior
 Flow theory
2.1 Model
2.1 Model
Expectation–confirmation model (ECM)
2.1 Model
Technology acceptance model (TAM)
Two particular belief
• Perceived usefulness
• perceived ease of use
2.1 Model
Theory of planned behavior
Based on theory of reasoned action(TRA)
Behavioral attitude and subjective norm affect behavioral intention and actual behavior
2.1 Model
Flow theory
Three constructs
• Perceived Enjoyment
• Perceived Control
• Concentration
Perceived control is similar to the
perceived behavioral control in TPB
2.2. Questionnaire
1. Construct in research model
 Seven-point Likert scale
2. Demographic questions about participants
2.2. Questionnaire
Measuring factor
 Perceived usefulness and ease of use (Davis 1989)
 Subject norm, perceived behavior control and attitude (Taylor and Todd 1995)
 Perceived enjoyment and concentration (Moon and Kim 2001)
 Continuance intention, satisfaction and confirmation (Bhattachjee 2001)
2.2. Questionnaire
2.2. Questionnaire
Factor to test corresponding model
Expectation-confirmation model (ECM)
Confirmation, Perceived usefulness, Satisfaction and Continuance Intention
The technology acceptance model (TAM)
Perceived usefulness, Perceived ease of use, Attitude and Continuance Intention
Theory of planned behavior (TPB)
Continuance Intention, Attitude, Subject norm and Perceived behavior control
Flow experience and user acceptance of e-learning (Flow)
Perceived enjoyment and Concentration
2.2. Questionnaire
 Pilot Test
 Sample Plan and Data Collection
2.3 Sampling Techniques & Statistical Methods
Research Methodology
 Questionnaire development
 Pilot Test
 Sample Plan & Data Collection
2.3 Sampling Techniques & Statistical Methods
Questionnaire
 Sent to three academic experts on e-learning for reviews
Pilot Test
 Conducted 150 convenient sampling
Sample Plan & Data Collection
 Took study samples from 12 class section
 Distributed 487 surveys to individuals who at least took one course
offered by the e-learning service
ALL ARE NON-PROBABILITY SAMPLING TECHNIQUES
2.3 Sampling Techniques & Statistical Methods
QUESTIONNAIRE & SAMPLE PLAN
Non-probability
 Only select a group of people to do the sample
 Do not require generalization
 Convenient accessibility
 Rating: “ disagree strongly” or “agree strongly”
 Purposive
2.3 Sampling Techniques & Statistical Methods
PILOT TEST
Non-Probability
 Convenience Sampling
 Select haphazardly
 Cases are easier to obtain
2.3 Sampling Techniques & Statistical Methods
PILOT TEST
 Cronbach’s alpha set: 0.7
SAMPLE PLAN & DATA COLLECTION
 Student’s t-test: to test differences between two means when there are
only two samples
 ANOVA: the analysis of variance when there are more than two groups
 Mean Scores: p>0.05
3. Findings
Used two-step procedure suggested by Anderson and Gering(1998)
1. Examine the measurement model
2. Examine the structural model
3. Findings
Examine the measurement model
Based on the three criteria suggested by Fornell and Larcker(1981)
1. All indicator factor loadings (k) should be significant and exceed 0.5.
2. Construct reliabilities should exceed 0.8.
3. Average variance extracted (AVE) by each construct should exceed the variance
due to measurement error for the construct
3. Findings
3. Findings
3. Findings
3. Findings
Examine the structural model
 The good fit index, comparative fit index, normed fit index and relative fit index is
greater than 0.9
 Indicates a good model fit
 Root mean square error of approximation is 0.05
 Indicates the model is acceptable
3. Findings
Interpretation
 The research model had an R-square of 80% for continued intention to use e-learning
An R-square of 65% for satisfaction
65% for attitude toward continued intention
The extended ECM model is capable of explaining a relatively high proportion of
variation of continued intention to use e-learning
4. Conclusion
4.1 Limitations
4.2 Further Research
4.1 Limitations
1. Short-term study of users’ behavior
Cannot show how the users and the relationships among variables change over time
2. Independent and dependent variables from the same respondents
Concerns about common method bias
3. Gender distribution was not symmetric
Gender difference leads to difference in results findings
4.2 Further Research
Wider Range of Research
 Only focus on web-based program
 Other ways like TV, CD-ROM are also kinds of e-learning
 Can show different relationships
Gender Distribution
 Examine the moderating effect of gender difference
Considering Other External Factors
 the technology or user characteristics constructs
 Understanding more about users’ continuance intention to use