Influencing Factors of Continuous Intention to Use E-learning System of Undergraduates in Guangxi, China: The Mediating Role of Perceived Ease of Use and Perceived Usefulness

Learning motivation is essential to online learning success. This study recognizes two aspects of learners’ motivation for E-learning and proposed technology acceptance model as cognitive process and stimulus-organism-response as affective process to explain the undergraduates’ continuous intention to use E-learning system based on Stimulus-Organism-Response model. It employes a quantitative research approach to analyze the data from 662 undergraduates using structural equation modeling. Specifically, it examines how flow experience (a generalized sense of enjoyment) as the external variable affects the perceived ease of use and perceived usefulness and the continuous use of the E-learning system. The results affirm that flow experience is a significant cognitive state in online virtual community behavior and has a significant influence on continuous intention to use. Perceived ease of use of the E-learning system is found more influential than perceived usefulness. Furthermore, the perceived ease of use and perceived usefulness were significant mediators between Flow and continuous intention. The findings of this study will help system designers, policymakers, educationists and other stakeholders take necessary steps in improving e-learners’ flow experience and their perceived ease of use and usefulness to increase retention rate and performance. More importantly, it will promote the formation of sustainable learning and ultimately achieve a lifelong learning society for all. Plain Language Summary (1) This study aims to employ the Stimulus-Organism-Response framework to explore the relationship between flow, perceived ease of use and perceived usefulness on undergraduates’ behavioral intentions toward sustainable using E-learning system. (2) This study applies a quantitative method using a survey tool to collect data from undergraduates in their sophomore year at 4 public universities in Guangxi, an undeveloped province in China. Partial Least Squares-Structural Equation Modeling (PLS-SEM) technique was used to test hypotheses and proposed research model. (3) Results from a survey of 662 undergraduates show that flow, perceived ease of use and perceived usefulness have positive effect on continuous use. Perceived ease of use of the E-learning system is found more influential than perceived usefulness. Furthermore, the perceived ease of use and perceived usefulness are significant mediators between flow and continuous intention. (4) The findings have both theoretical and practical significance, which help system designers, policymakers, educationists and other stakeholders take necessary steps in improving e-learner’s flow experience and their perceived ease of use and usefulness to increase retention rate and their performance, promote the formation of sustainable learning and ultimately achieve a lifelong learning society for all. (5) The limitations on samples, the perspectives of stakeholders, and the investigation method such as longitudinal study have been put forward.