Predicting the continued use of Internet-based learning technologies: the role of habit

The proliferation and advance of Internet-based technologies create expanded opportunities for educators to provide students with better learning experiences. Although current studies focus mostly on the learning processes and learning outcomes, this article examines the students' usage behavio...

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Bibliographic Details
Published in:Behaviour & information technology 2011-01, Vol.30 (1), p.91-99
Main Authors: Limayem, Moez, Cheung, Christy M.K.
Format: Article
Language:English
Subjects:
Behavior
Computer Assisted Instruction
Education
Educational Opportunities
Educational Technology
Exact sciences and technology
habit
Habit Formation
Habits
Information and communication sciences
Information science. Documentation
Information Systems
Information technology
Intention
Internet
Internet-based learning technologies
IS continuance
Learning
Learning Processes
Library and information science. General aspects
longitudinal study
Mathematical models
Online instruction
Persistence
Psychological aspects
Sciences and techniques of general use
Student Behavior
Students
Technological Advancement
Technology Integration
Time Perspective
Use and user studies. Information needs
User behaviour
Variance
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Summary:The proliferation and advance of Internet-based technologies create expanded opportunities for educators to provide students with better learning experiences. Although current studies focus mostly on the learning processes and learning outcomes, this article examines the students' usage behaviour with Internet-based learning technologies across time. A research model of continued usage of Internet-based learning technologies was developed by extending the information systems (IS) continuance model. Specifically, the research model attempted to explain the fact that frequently performed behaviours tend to be automatic over time, and habit was posited as a moderating effect on determining student's continued use of the Internet-based learning technologies. The proposed research model was empirically validated using a longitudinal survey of the use of Internet-based learning technologies among student subjects. The research model explained 20% of the variance in IS continuance usage and 50% of the variance in IS continuance intention. Habit was found significantly moderating the relationship between IS continuance intention and IS continuance usage. The article concludes with a discussion on the implications of results for research and practice.
ISSN:0144-929X
1362-3001
DOI:10.1080/0144929X.2010.490956