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This article was downloaded by: [Kaiser Permanente]On: 10 December 2014, At: 16:25Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registeredoffice: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
Interactive Learning EnvironmentsPublication details, including instructions for authors and
subscription information:
http://www.tandfonline.com/loi/nile20
What leads people to keep on e-
learning? An empirical analysis of
users' experiences and their effects on
continuance intentionInma Rodríguez-Ardura
a & Antoni Meseguer-Artola
a
a Internet Interdisciplinary Institute, Open University of Catalonia
(Universitat Oberta de Catalunya), Av. Tibidabo 39-43, 08035
Barcelona, Spain
Published online: 12 Jun 2014.
To cite this article: Inma Rodríguez-Ardura & Antoni Meseguer-Artola (2014): What leads people
to keep on e-learning? An empirical analysis of users' experiences and their effects on continuance
intention, Interactive Learning Environments, DOI: 10.1080/10494820.2014.926275
To link to this article: http://dx.doi.org/10.1080/10494820.2014.926275
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Contin-
uance
intention Academic
perfor-
mance
Perceive
d ease of
use
Perceived
usefulness
Attitude
towards
use
Contin-
uance
intention Academic
perfor-
mance
Original TAM paths
Perceive
d ease of
use
Perceived
usefulness
Attitude
towards
use
Contin-
uance
intention
Resource
quality
Instructor
attitude
Academic
perfor-
mance
Original TAM paths
Extended TAM paths
Flow
Perceive
d ease of
use
Perceived
usefulness
Attitude
towards
use
Contin-
uance
intention
Resource
quality
Instructor
attitude
Academic
perfor-
mance
Original TAM paths
Extended TAM paths
Flow
Perceive
d ease of
use
Perceived
usefulness
Attitude
towards
use
Contin-
uance
intention
Resource
quality
Instructor
attitude
Academic
perfor-
mance
Original TAM paths
Extended TAM paths
Paths from Flow Theory
Flow
Presence
Perceive
d ease of
use
Perceived
usefulness
Attitude
towards
use
Contin-
uance
intention
Resource
quality
Instructor
attitude
Academic
perfor-
mance
Original TAM paths
Extended TAM paths
Paths from Flow Theory Paths from presence
research
Data collection
• sample frame: online university students who had
completed a term
• web-based survey & registrar’s office data
• 2,530 valid questionnaires
Measurement
• well validated (+adapted) scales
Results
• Measurement model ✔
• Structural model ✔
Findings
• Online education’s elements in engrossing e-learners
• Instructors who elicit flow
• Presence as a direct source of value
