Manuscript received June 13, 2024; revised August 21, 2024; accepted August 30, 2024; published December 13, 2024
Abstract—The current study explores Continuous Intention (CI) to use electronic learning (e-learning) as an educational tool among university students through the prism of a post-pandemic theoretical framework. Despite e-learning technology’s latest launch in academia, very little has been done to evaluate its effects. To examine what factors impact the continuous intention to use E-learning, this paper contemplates incorporating the Technology Acceptance Model (TAM) with Self-Determination Theory (SDT). University students were asked to fill out questionnaire forms that were designed to gather data for the proposed model. This study employed a linear Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. The empirical results indicated that perceived usefulness and autonomy are significant predictors of the continued intention to use E-learning in the Thai context. Contrarily, the CI was unaffected by Perceived ease of use. Overall, theoretical and practical ramifications are addressed.
Keywords—continuous intention, e-learning, technology acceptance model, self-determination theory, higher education, Partial Least Squares Structural Equation Modeling (PLS-SEM)
Cite: Mohamed Soliman, Muhammadafeefee Assalihee, Muhammad R. Weahama, and Reham A. Ali, "Predicting Continuous Intention to Use e-Learning Platforms among University Students: An Integrated Model," International Journal of Information and Education Technology vol. 14, no. 12, pp. 1724-1733, 2024.