Students’ satisfaction and continued intention toward e-learning: a theory-based study

Figures & data

Figure 1. Research model and hypotheses

Table 1. Definitions of the constructs used in this study

Construct	Definition
Perceived usefulness	Students’ initial expectation of e-learning
Confirmation	Students’ perceived performance and determining the extent to which their expectation is confirmed
Satisfaction	Students’ perceived satisfaction with e-learning
Attitudes	Students’ positive and negative feelings towards e-learning
Subjective norms	The social pressures that influence students’ use of e-learning, such as family and educators
Perceived behavioral control	Students’ beliefs about the ease or difficulty of using e-learning
Intention	Students’ beliefs about expected adoption of e-learning

Table 2. Demographic characteristics

		n	%
Gender	Female	437	50.2
	Male	433	49.8
University	King Abdul-Aziz University	192	22.1
	Taibah University	140	16.1
	Imam Abdulrahman Bin Faisal University	128	14.7
	University of Tabuk	104	12.0
	King Khalid University	84	9.7
	Jazan University	75	8.6
	Umm Al Qura University	58	6.7
	King Saud University	56	6.4
	Najran University	20	2.3
	Alfarabi college	13	1.5
College	Medical college	731	84.0
	Dental college	139	16.0
Year of study	2^nd year	93	10.7
	3^rd year	159	18.3
	4^th year	174	20.0
	5^th year	227	26.1
	6^th year	217	24.9

Table 3. Frequency and Median (IQRa) on satisfaction and continued intention toward e-learning during the period of COVID-19 pandemic (N = 870)

Construct	Measuring items	Disagree	Neutral	Agree	Median	IQRa
Expectation	Using e-learning can improve my learning performance	228	276	366	2	2
	Using e-learning can increase my learning effectiveness	258	264	348	2	2
	I find e-learning to be useful to me	203	196	471	3	1
Attitude	Using e-learning is a good idea	148	207	515	3	1
	I like using e-learning	224	200	446	3	2
	It is desirable to use e-learning	218	265	387	2	2
Subjective norms	People important to me support my use of e-learning	123	323	424	2	1
	People who influence me think that I should use e-learning	174	418	278	2	1
	People whose opinion I value prefer that I should use e-learning	182	423	265	2	1
Perceived behavioural control	Using e-learning system was entirely within my control	154	210	506	3	1
	I had the resources, knowledge, and ability to use e-learning	67	137	666	3	0
	I would be able to use the e-learning system well for learning process	112	187	571	3	1
Confirmation	My experience using the e-learning system was better than I expected	156	204	510	3	1
	The service level provided by the e-learning system was better than I expected	170	244	456	3	1
	The e-learning systems can meet demands in excess of what I required for the service	173	329	368	2	1
Satisfaction	I am satisfied with the performance of e-learning	193	253	424	2	1
	I am pleased with the experience of using e-learning	176	250	444	3	1
Intention to use	My decision to use e-learning system on a regular basis in the future	254	236	380	2	2
	I will frequently use the e-learning system in the future	199	231	440	3	1
	I will strongly recommend that others use it	190	244	436	3	1

a1: Strongly disagree and Disagree; 2: Neutral; 3: Strongly agree and Agree; IQR: interquartile range

Figure 2. Hypotheses testing results

Table 4. Summary of hypothesis tests

Hypothesis			β	p value	Support
Confirmation		Satisfaction	0.284	***	Yes
Expectation		Satisfaction	−0.959	***	Yes
Expectation		Intention to re-use	1.472	***	Yes
Satisfaction		Intention to re-use	1.945	***	Yes
Attitude		Intention to re-use	0.394	***	Yes
Subjective Norms		Intention to re-use	0.359	***	Yes
Perceived behavioral control		Intention to re-use	0.506	***	Yes

*** p < .001

Availability of data and materials

All data are available from the corresponding author upon request.