Service quality shows no significant effect on use, satisfaction, or individual impact in this sample¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Service quality had no statistically significant influence on individual impact, use, or user perceived satisfaction. → Cidral 2018
Evidence¶
Cidral 2018¶
Cidral, W. A., Oliveira, T., Di Felice, M. & Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computers and Education, 122, 273-290. https://doi.org/10.1016/j.compedu.2017.12.001
q2 · i? · associational · r2
Null result from the PLS-SEM analysis of the 301-response Brazilian survey; all three service quality paths were statistically insignificant (e.g., β=0.0625 NS for individual impact).
"Results indicate that service quality (H2) has no significant impact on user satisfaction, use, and individual impact."
Discussion¶
Related Claims¶
- Collaboration quality, information quality, and user satisfaction predict e-learning use — related
- System quality, use, and user satisfaction explain individual impact of e-learning — related
- Information quality, system quality, instructor attitude, assessment diversity, and learner interaction predict satisfaction — related
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generated |
by process:wiki-ingest on 2026-10-30 |
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