System quality, use, and user satisfaction explain individual impact of e-learning¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? System quality (β=0.173), use (β=0.153), and user perceived satisfaction (β=0.433) each positively influence individual impact. → 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

PLS-SEM results for the individual impact outcome in the Brazilian survey; satisfaction had the largest path coefficient, and the model explains 52.5% of variation.

"Finally, the model explains 52.5% of the individual impact variation. System quality (β=0.173; p<0.050), use (β=0.153; p<0.010), and user perceived satisfaction (β=0.433; p<0.001) are statistically significant."

Discussion¶

Related Claims¶

• The integrated model explains 57.1% of satisfaction, 32.2% of use, and 52.5% of individual impact variance — related
• Collaboration quality, information quality, and user satisfaction predict e-learning use — related
• Information quality, system quality, instructor attitude, assessment diversity, and learner interaction predict satisfaction — related
• Service quality shows no significant effect on use, satisfaction, or individual impact in this sample — related
• Students' satisfaction during CSCL positively and significantly influences their perceived impact on learning — related