ABSTRACT

Although previous research into adults’ acceptance or continued use of technology has been extensive, there is a lack of research study that investigated e-learning systems acceptance and continuance of teenagers with different social backgrounds. This study aimed to explore the cognitive, emotional, and behavioural factors that motivate teenagers’ acceptance and continuance of e-learning system use, and to compare such system use behaviours across teenagers with different social backgrounds. Drawing on the theory of reasoned action, the technology acceptance model, and the expectation-confirmation model, a research model was proposed and tested using data from a three-wave longitudinal survey on 1182 junior secondary students. Structural equation modelling (SEM) was used to test the model with the entire sample. The results showed that perceived ease of use, peer subjective norm, and teacher subjective norm were strong motivators of behavioural intention at all use stages. Multi-group SEM analysis was conducted across teenagers with different gender, experience, and socio-economic status. The results showed significant path differences in all group comparisons, revealing the existence of social divides in the modelled relationships. The majority of these path differences were found in the relationships between satisfaction and its antecedent variables. The findings and implications are discussed.

摘要

尽管以前对成人接受或继续使用技术的研究已经很广泛，但缺乏调查不同社会背景的青少年对电子学习系统接受和继续使用的研究。本研究旨在探讨促使青少年接受和持续使用电子学习系统的认知、情感和行为因素，并比较不同社会背景青少年的此类系统使用行为。借鉴理性行动理论、技术接受模型和期望确认模型，提出了一个研究模型，并利用对1182名初中生的三波纵向调查数据进行了测试。结构方程模型 (SEM) 用于测试整个样品的模型。结果表明，感知易用性、同伴主观规范和教师主观规范在所有使用阶段都是行为意图的强大动力。对具有不同性别、经历和社会经济地位的青少年进行多组 SEM 分析。结果显示所有组比较中存在显着的路径差异，揭示了建模关系中存在社会鸿沟。这些路径差异中的大部分都存在于满意度与其先行变量之间的关系中。讨论了研究结果和影响。结果显示所有组比较中存在显着的路径差异，揭示了建模关系中存在社会鸿沟。这些路径差异中的大部分都存在于满意度与其先行变量之间的关系中。讨论了研究结果和影响。结果显示所有组比较中存在显着的路径差异，揭示了建模关系中存在社会鸿沟。这些路径差异中的大部分都存在于满意度与其先行变量之间的关系中。讨论了研究结果和影响。