Use expanded Expectation and Confirmation Theory ECT to identify factors and relationships between variables that affect user satisfaction and find out their intention to continue using
INTRODUCTION
BACKGROUND OF THE STUDY
E-learning is a system defined as the "delivery of training and education via networked interactivity and a range of other knowledge collection and distribution technologies" (Fry, 2000) Society is increasingly developing, so the use of E-learning systems for teaching and learning purposes is becoming more and more popular and modern According to statistics on Growth rates by region from 2011 - 2016, Asia is ranked first with 17.3%, followed by Eastern Europe (16.9%), Africa (15.2%), and Latin America (14.6%) Shown in more detail in the chart below:
Figure 1.1: 2011 – 2016 Growth rates by region (Ambient Insight 2012)
E-learning systems are constantly evolving and being enhanced, with their roots tracing back to the early e-mail learning method The concept of correspondence courses began in 1840, thanks to the pioneering efforts of Mr Isaac Pitman.
In 1873, Anna Eliot Ticknor established a correspondence model school, marking an early form of distance education where teachers and students were physically separated (Kentnor, 2015) By 1925, the introduction of the "radio course," which offered five credit hours, utilized radio as a medium to deliver lectures, further advancing the concept of remote learning (Moore & Kearsley, 2005).
1930, Iowa University also applied telephone and television as a tool to support distance learning programs (Casey, 2008) Harasim (2006) called these changes the
The "communication revolution," driven by smartphones and the "Network Revolution" alongside the rise of the Internet, email, and the World Wide Web, has transformed education Innovative online teaching methods, such as the Programmed Logic for Automated Teaching Operation (PLATO) developed by Professor Don Bitzer, have emerged According to Woolley (1994), the PLATO system was a pioneer in creating online forums, message boards, email, chat rooms, instant messaging, remote screen sharing, and multiplayer games, laying the groundwork for one of the first online communities.
The emergence of Learning Management Systems (LMS) was facilitated by the development of the internet at the beginning of the twenty-first century, enabling the management and provision of learning materials (Sabharwal et al., 2018; Turnbull, Chugh, & Lcuk, 2020) The first LMS, Cecil, was created in 1996 to manage documents and deliver courses (Sheridan, Gardner, and White, 2002) In 2001, Martin Dougiamas developed Moodle, the latest version of LMS, which supports educators in creating online courses Today, LMS continues to play a crucial role in enhancing online learning and teaching environments (Turnbull et al., 2020).
In addition to Learning Management Systems (LMS), various e-learning systems like Learning Content Management Systems (LCMS), Learning Design Systems (LDS), and Learning Support Systems (LSS) have been developed to enhance educational experiences While these systems aim to facilitate learning and teaching, this research will specifically concentrate on the widely adopted LMS, prevalent in universities both domestically and internationally.
A Learning Management System (LMS) is an internet-based software platform that facilitates knowledge transmission within the educational management cycle, encompassing data and information (Dobre, 2015) Utilizing an LMS can enhance essential skills such as problem-solving, critical thinking, and collaboration (Smaldino et al., 2005; Suwannatthachote and Monsakul, 2007) Various open-source LMS options, including Canvas, Chamilo, Claroline, Ilais, Moodle, and WordPress, are available to improve user convenience (FFFOD, 2020), each offering unique advantages and disadvantages This thesis primarily focuses on teachers' expectations and satisfaction with LMS systems for teaching support, as educational organizations often develop customized LMS solutions tailored to their teaching staff's needs.
This thesis explores teachers' satisfaction and expectations regarding the Learning Management System (LMS) and their future intentions to utilize it While the advantages of LMS are widely recognized, the rapid advancement of society has led to the development of various new educational support tools with enhanced features Research indicates a decline in the use of LMS for teaching, largely due to the rise of Web 2.0 tools Data from 2014 revealed that many businesses and educational institutions utilized only 74% of their LMS capabilities for virtual classrooms.
The rise of Web 2.0 tools, commonly known as social networks, poses a challenge to traditional Learning Management Systems (LMS) Although these tools, introduced in the 21st century, have not yet replaced LMS functionality (Asia e-University, 2010), their growing popularity for educational purposes is undeniable, with more individuals choosing them for learning compared to previous years (Ishak, Yamin, & Ibrahim, 2015).
According to Figure 1.2, the five leading social networks that capture the highest user engagement are Facebook, YouTube, Instagram, TikTok, and Twitter, highlighting the effectiveness and popularity of Web 2.0 tools.
Figure 1.2: Usage of social media platforms by U.S adults by HubSpot
A study by Mohamed Amin in 2011 on e-Learning in Malaysian Higher Education Institutions revealed that teachers predominantly use Slideshare (36.9%), followed by social networking platforms like Facebook (26.7%) and photo/video sharing sites such as YouTube (24.3%) for educational purposes This trend has led to a decreased reliance on traditional Learning Management Systems (LMS).
Numerous studies have explored the effectiveness of open-source Learning Management Systems (LMS), such as the analysis by Goyal and Purohit (2010) on Moodle While these discussions highlight the advantages and efficacy of such platforms, this thesis shifts its focus to a broader examination of LMS as a whole, prioritizing user satisfaction and expectations rather than solely concentrating on open resources.
Research by Natalya Emelyanova and Elena Voronina explores the implementation of a Learning Management System (LMS) at a Russian university, highlighting both students' and teachers' perceptions The study aims to identify existing limitations within the system and provide recommendations for educators to enhance and adapt the LMS Additionally, this thesis examines the LMS to uncover unresolved issues, laying the groundwork for future research in this area.
Andersson's research highlights the challenges faced by LMS users in developing countries, emphasizing the need for improved efficiency in these systems The study identifies persistent barriers encountered by users and concludes that teachers are more inclined to utilize LMS for educational purposes compared to students (Nasser, Cherif, & Romanowski, 2011).
This thesis focuses on examining teachers' satisfaction with the LMS system at Apollo, their intentions to continue using it, and the challenges they encounter, emphasizing the importance of expectations and confirmations in this analysis.
PROBLEM STATEMENT
This article examines teachers' expectations and satisfaction with Learning Management Systems (LMS), emphasizing the influence of Web 2.0 tools on user engagement Prior research has primarily focused on the growth of these tools as a catalyst for increased LMS usage (Cheung, Chiu, & Lee, 2011; Lampe, Wohn, & Vitak, 2011; Ball & Desbrow, 2012) Investigating this topic is crucial, as the evolution of Web 2.0 directly affects LMS adoption rates The thesis aims to conduct an in-depth analysis of users' experiences and their intentions to continue utilizing the LMS.
Learning Management Systems (LMS) have become integral in educational institutions like universities, facilitating the effective transmission of information and tracking user engagement The development of a modern LMS that addresses the diverse teaching and learning needs of both educators and students is a priority for these organizations Research has highlighted user dissatisfaction with LMS platforms (Armstrong, 2013; Meishar-Tal, Kurtz, & Pieterse, 2012; Bickford, 2013; Mobbs, 2003), emphasizing that user expectations and satisfaction are crucial factors that influence the overall effectiveness and adoption of LMS systems.
This thesis aims to explore teachers' expectations regarding the use of Learning Management Systems (LMS) in their teaching processes It emphasizes the importance of minimal user involvement in utilizing LMS, focusing specifically on whether teachers genuinely find value in these systems or if they merely use them out of obligation to fulfill job requirements.
This thesis addresses the lack of research on user satisfaction and the intention to continue using Learning Management Systems (LMS) for educational purposes It employs the Expectation Confirmation Theory (ECT) extension model to analyze LMS user expectations, incorporating six variables: two independent variables, Satisfaction (SAT) and Confirmation (CON), which evaluate user satisfaction, and three additional independent variables—Perceived Usefulness (PU), Perceived Ease of Use (PEOU), and Perceived Enjoyment (PE)—that aim to enhance user expectations These independent variables collectively influence the dependent variable, Continued LMS Usage Intention (CI).
Web 2.0 tools are increasingly being used in education as a learning and teaching support tool There are numerous reasons to explain this A study was conducted by Jose Luis del Val, Antonio Campos and Pablo Garaizar 2010 on the benefits of using Web 2.0 tools Research has shown a series of benefits that Web 2.0 tools bring, typically "prompting students to comment their opinions in blogs, following each other in microblogging networks or using them to interact with teachers"; unlimited interaction between teachers and students; promoting user comfort, and so on These factors could explain why the demand for using LMS systems has decreased in recent years However, this study also pointed out the drawbacks when using Web 2.0 tools, such as "lack of control",
"lack of order" or "Privacy and arbitrary limits" Surprisingly, Web 2.0 tools frequently direct users to peripheral areas and divert their attention (Madge, 2009)
To enhance user engagement with Learning Management Systems (LMS), it is essential
Users should recognize the importance of the ease of use and functionality of an LMS system, as these features significantly enhance work efficiency and enable effective utilization of the platform.
RESEARCH OBJECTIVES
This thesis aims to investigate teachers' satisfaction with using a Learning Management System (LMS) and how this satisfaction influences their intention to continue using the platform The study is structured around three key objectives that guide the research.
1 To determine teachers' satisfaction with using an LMS
2 To determine the impact of satisfaction on the intention to continue use
3 To propose some solutions to improve satisfaction for LMS users.
RESEARCH QUESTIONS
Based on the research objectives set out in section 1.3 and the problems discussed in section 1.2 This thesis has posed the following three research questions:
1 What factors affect teachers' satisfaction when using LMS?
2 How does teacher satisfaction impact their intention to continue using the
3 What is the proposed solution to increase teachers' satisfaction when using LMS?
SCOPE OF THE STUDY
The primary challenge in completing this thesis was defining the research scope Initially, the author planned to conduct surveys across multiple Apollo branches, but geographical distances necessitated a focus on just one branch to facilitate data collection Additionally, the limited timeframe for implementing the thesis, starting in early March, further influenced this decision.
The study authors face time constraints until the end of April 2024, which presents a significant challenge Consequently, this thesis emphasizes the features of the Apollo LMS as experienced by teachers, laying the groundwork for future research aimed at enhancing its effectiveness and addressing existing limitations.
Regarding geographical location, two suitable facilities were initially available: Go Vap
The decision to conduct interviews and collect data at the GV2 facility, where the author is currently employed, was influenced by the author's workplace experience and established relationships with colleagues and teachers These factors are expected to facilitate a smoother interview process.
This thesis focuses on the teachers at the Apollo GV2 facility as of March 2024 The author employed census sampling to gather data by interviewing all ten teachers at the facility While the data on LMS usage may be limited in comparison to the entire facility population, the number of teachers involved is substantial relative to other establishments Additionally, the facility's geographical location is advantageous for effective data collection.
Numerous studies have explored various aspects of Learning Management Systems (LMS), such as usage frequency, roles, and impacts This thesis specifically examines user satisfaction, emphasizing its significant influence on users' intentions to continue utilizing the LMS.
SIGNIFICANCE OF STUDY
This thesis explores teacher satisfaction with Apollo’s LMS system in the teaching process and examines their intentions to continue utilizing this platform as a supportive teaching tool It also highlights user perspectives on the effectiveness of LMS for educational purposes.
This thesis establishes a basis for identifying the reasons behind the declining demand for Learning Management Systems (LMS) by focusing on user satisfaction By pinpointing these causes, the research aims to guide Apollo’s education and training organization in enhancing the LMS's features and interface to better align with user needs The significance of Web 2.0 tools in enhancing user experience cannot be overlooked; therefore, surpassing basic user expectations through these tools is a critical consideration for initiating improvements to the LMS.
The conclusions drawn from this thesis provide valuable insights for Apollo Education and Training to enhance its Learning Management System (LMS), align with user expectations, and boost overall satisfaction These findings hold significant academic and practical relevance, as the thesis aims to validate the theoretical framework by analyzing user interactions with the LMS, thereby confirming whether it meets user expectations.
Furthermore, the findings of this thesis are expected to have an impact on the awareness of LMS systems among educators, developers and managers The expectations are as follows:
1 LMS developers and managers can use the data presented in this thesis to set up and evaluate LMS
2 The thesis serves as a foundation for system developers to enhance and improve the system to meet expectations while also increasing user satisfaction
3 The data and recommendations presented in this thesis can also be useful to other educational organizations, not just Apollo
4 Experimental data in this thesis can be used to develop theory or content for further research papers on the same topic.
THESIS STRUCTURE
This thesis includes five chapters The references and appendix are also related to this thesis The five chapters are listed below:
Chapter one provides a comprehensive overview of the study, detailing the background, research questions, and problem descriptions It outlines the research objectives, the scope of the study, and its significance, while also presenting the organization of the thesis This introductory chapter sets the stage for the overall content of the research.
This chapter explores essential concepts and theories surrounding e-learning, with a particular focus on Learning Management Systems (LMS) It will define LMS, outline its functionalities, and examine both the advantages and disadvantages of its use Additionally, the chapter will address the purposes for which LMS is utilized and the limitations that may arise Furthermore, it will briefly discuss Web 2.0 tools as potential competitors to LMS, as well as the Educational Communication Technology (ECT) framework and the theoretical relationships between relevant variables.
Chapter three outlines the qualitative research methodology employed in the study, detailing the sample consisting of all teachers at Apollo GV2 It describes the data collection process through interviews and identifies key variables relevant to the thesis Additionally, this chapter will explain the approach taken to analyze the collected data.
Chapter four will analyze the collected data, detailing the tools utilized for data analysis while offering a comprehensive overview of the research findings Additionally, it will compare these results with prior studies and theories discussed in Chapter two, highlighting similarities and discrepancies to provide a deeper understanding of the research context.
• Chapter five includes a general conclusion, contribution of the thesis and also the recommendation and suggestions for future research.
LITERATURE REVIEW
THE LEARNING MANAGEMENT SYSTEM
2.1.1 The definition of a Learning Management System
A Learning Management System (LMS) is an essential e-learning tool designed to manage and deliver educational materials, benefiting both teachers and students (McGrill & Klobas, 2009; Mtebe, 2015; Weaver, Spratt & Nair, 2008) Primarily focused on improving teaching and learning conditions, LMSs facilitate management and planning processes A study from 2011 highlighted the effectiveness of LMS as a support tool for learning and teaching, showcasing its capabilities in automated administration, online course tracking, evaluation of results, and scheduling.
Research indicates that a Learning Management System (LMS) is the most effective tool for content creation and monitoring student learning activities (Adzaharuddin, 2013) The LMS offers engaging features, including the ability to complete learning content, customize assignments, and manage course registrations by adding or deleting courses Additionally, it facilitates online workshops, discussions, and sessions, as highlighted in sources like ITVIZ (2012), Editech Wiki, and Reliant.
Popular open-source Learning Management Systems (LMS) include Moodle, eFront, ILIAS, and Sakai, with Moodle being the most widely adopted, especially in universities and educational settings Renowned for its robust features, Moodle is often the first choice for developing LMS solutions While each open-source platform offers unique benefits tailored to user needs, this thesis primarily investigates user satisfaction with LMS and the intention to continue utilizing these systems in the future.
The emergence of Web 2.0 tools presents a challenge to the use of Learning Management Systems (LMS) in educational settings, as universities increasingly turn to platforms like Facebook and Zalo for teaching support, such as group chats However, these tools cannot fully replace LMS due to their complexity and lack of user-friendliness This is primarily because Web 2.0 tools were not specifically designed for educational purposes; their structures and features are inconsistent and often geared towards entertainment rather than effective learning (Meishar-Tal, Kurtz, & Pieterse, 2012; Gutschmidt, 2012).
This thesis builds on previous research to identify essential variables and draw conclusions relevant to the study Arabasz and Judith (2003) highlighted five variables to uncover existing challenges, while Andersson (2008) identified seven The researcher will utilize theoretical frameworks to establish appropriate variables, ensuring the collection of necessary data for the research process A 2021 study titled "Educator Satisfaction Using LMS with ICT Infrastructure as a Mediation Variable" examined four key variables—satisfaction, usefulness, ease of use, and accessibility—to evaluate educator satisfaction levels Similar methodologies will be employed to define the variables for this thesis.
Learning Management Systems (LMS) are increasingly gaining popularity, prompting numerous studies to assess their advantages and disadvantages These factors significantly influence user satisfaction and the likelihood of continued LMS usage, which is the central theme of this thesis A summary of the benefits and drawbacks of LMS, based on prior research, is presented in the table below.
Table 2.1: The advantages and drawbacks when using LMS
Multifunctionality provides teachers and students with all the tools they need
Internet connectivity, unstable internet (Sayfouri, 2016; Bhalalusesa et al, 2013)
User-friendly, simply designed interface
A simply- designed interface – leads to an unattractive user experience and a monotonous
(Handhali et al, 2020; Darvin et al,
Interactivity enables interaction between teachers and students
Lack of comprehensive guidance creates difficulties for users
Flexibility - easy access to learning resources everywhere
Insufficient technical literacy (Sackstein et al, 2019)
Autonomous – students and teachers have more chances to choose place and time of learning
Lack of interpersonal interaction, late teacher feedback, comprehension the lessons and unreliable internet connections ( Zakaria et al, 2020)
Accessibility – easy access with a wide range of technology
Lack of computer access, power fluctuation or poor network (Biney, 2020)
Security – providing users with course
Learning style, e-learning pedagogy, or cultural, time management
Ease of access, paperless communication, systematic class management and interactions within a web-based (Zakaria et al, 2020)
Logging in passwords, inability to upload large-size files
Recent studies indicate a significant adoption of Learning Management Systems (LMS) across various sectors Elearning Guild reports that 59.6% of state and government agencies utilize LMS products, reflecting the system's primary focus on enhancing education Additionally, Brandon Hall found that 78% of organizations employ an LMS, with 33% actively seeking improvements Expertus research highlights that 25% of surveyed organizations extensively use LMS for both business and operational needs However, challenges remain, as Towards Maturity reveals that 67% of organizations identify users' lack of technological skills as a major barrier to effective LMS utilization.
Researchers have identified several challenges associated with the use of Learning Management Systems (LMS), including frequent internet connectivity issues and inconsistent access (Sayfouri, 2016; Bhahalusesa et al, 2013) These connectivity problems often lead to disruptions in the learning experience Additionally, users face difficulties due to poorly designed interfaces (Handhali et al, 2020; Darvin et al, 2021) and a lack of comprehensive guidance, which further complicates the effective use of LMS platforms.
2020), insufficient technical literacy (Sackstein et al, 2019), and a language barrier between teachers and students (Arabasz, Pirani, & Fawcett, 2003) persist
To effectively address the challenges faced by educational institutions, particularly English centres, it is essential to adopt new technology and actively seek user feedback for system improvement However, the implementation of such technology can be costly in terms of finances and staffing, as noted by various studies (Hall & Khan, 2003; Meishar-Tal, Kurtz, & Pieterse, 2012; Project Summary & Supporting Data, 2011) Given that modifications and upgrades require substantial investments of time, money, and personnel, a well-structured implementation plan is crucial (Bickford, 2013).
Improving or creating a Learning Management System (LMS) may not effectively enhance user awareness and satisfaction, as its success largely depends on users' knowledge and skills in utilizing it (Randall & Sweetin, 2010) Users have shared valuable feedback regarding various features and challenges, including the financial investment in unnecessary feature enhancements, confusing functionalities, infrequent updates, and inadequate reporting capabilities (Bickford, 2013; Ferriman, 2012).
The decline in the necessity for Learning Management Systems (LMS) is largely due to the emergence of Web 2.0 tools, which present a significant challenge to traditional LMS platforms This thesis aims to address existing user concerns and lay the groundwork for future advancements in the field.
Web 2.0 tools are regarded as the second generation of the web It encompasses a broader range of technologies, including video-podcasting, photo sharing, wikis, social bookmarking, blogs, and other societally beneficial tools (Anderson, 2007; O'Reilly,
Since 2005, Web 2.0 tools have evolved from being primarily entertainment platforms to valuable educational resources Users now leverage platforms like Facebook, Zalo, blogs, and YouTube for learning assistance Extensive research highlights the significant educational benefits of adopting Web 2.0 applications, underscoring their growing popularity among consumers.
In Israel, research by Meishar-Tar, Krutz, and Pieterse (2012) highlighted the significant advantages of Web 2.0 tools, particularly Facebook, over Learning Management Systems (LMS) in educational settings However, the use of Web 2.0 tools in education is hindered by several limitations, including disorganized course content that lacks central preservation (Del Val & Garaizar, 2010) Additionally, issues such as the potential failure of Web 2.0 services (Sieling, 2009), privacy concerns stemming from unverified information, and the risk of data exposure pose significant challenges Addressing these limitations and enhancing user capabilities beyond what current Web 2.0 tools offer will likely increase the reliance on LMS for educational purposes.
THE SATISFACTION
Griffiths, Johnson, and Hartley describe satisfaction as an intangible and complex concept that is challenging to define, yet essential for guiding research Tessier et al characterize satisfaction as "a state experienced inside the user’s head," highlighting its subjective nature Additionally, various factors can significantly influence an individual's satisfaction levels, as noted by Bruce.
Satisfaction in information systems is defined as a user's emotional and material responses to the information-seeking context, reflecting their belief that their needs will be met after use (1998) According to Sandore (1990), satisfaction involves the complete fulfillment of a need or want, while Ives et al (1983) highlight that it can be expressed through perceived usefulness, system acceptance, and users' feelings and beliefs about the system Evans (1976) emphasizes that low satisfaction can lead users to discontinue use; therefore, a system that effectively meets user needs fosters satisfaction, whereas a failure to do so results in dissatisfaction.
Instructor satisfaction in utilizing teaching technology hinges on academic effectiveness, technology accessibility, and the level of support provided for that technology (Swartz et al., 2010) When these criteria are fulfilled, the teaching platform becomes more appealing to educators The integration of technology in education is increasingly prevalent, making teacher satisfaction a crucial element in the evolution of teaching methodologies (Almeda & Rose, 2000) While numerous studies have explored this topic, they predominantly focus on students, with limited research examining the teachers' perspective (Swartz et al., 2010; Hall et al., 2009; Woodward, 1998) In a competitive educational landscape, satisfaction emerges as a vital differentiator (Gitman & ).
Product innovation is significantly influenced by customer satisfaction (Li et al., 2010), while research by Llewellyn (2011) highlights that teacher dissatisfaction may stem from their approach to technology, personality traits, or lack of familiarity with new tools.
CONTINUED LMS USAGE INTENTION
Previous studies indicate that various factors significantly influence users' intention to continue utilizing services (Didarul Alam & Taghizadeh, 2020; Browne, Jenkins, & Walker, 2006; Venkatesh, Thong, & Xu, 2012; Singh & Mansotra, 2019) Notably, Akman and Turhan (2017) highlighted that in higher education, the perceived usefulness and security of a learning support system are critical determinants of users' continuance intention Additionally, research by Joo, Kim, and Kim suggests that users' perceived usefulness and overall satisfaction are strong predictors of their intent to keep using a service.
In a 2019 study by Mirabolghasemi et al., it was found that the success of an e-teaching system hinges on users' commitment to its ongoing development and usage This commitment reflects their intention to continue utilizing the system for their teaching activities after the initial adoption (Bhattacherjee, 2001) To effectively develop a Learning Management System (LMS), it is crucial to retain users who engage with the technology (Luo et al., 2017) A user's decision to persist in using the system often stems from their perceived future usefulness (Malhotra and Galletta, 2005) As online programs proliferate, user trust in a system is influenced by various factors, which this thesis aims to explore through an Expanded framework.
Expectation and Confirmation model to assess more factors And this model will be mentioned more specifically in the next part of the thesis.
EXPECTATION CONFIRMATION THEORY (ECT)
Expectation Confirmation Theory (ECT) is a framework designed to assess user satisfaction after utilizing an information system, initially introduced by Richard L Oliver in 1997 and further developed in 1980 In 2001, Bhattacherjee built upon this theory, creating a model that serves as the basis for this thesis ECT evaluates the relationship between initial expectations and satisfaction following an experience, making it a valuable tool in marketing to understand consumer behavior.
Electoral Choice Theory (ECT) has been applied in diverse research areas, including citizen happiness with urban services (Ryzin, 2004) and satisfaction with activities in the United States (Reisig and Chandel, 2001) Studies indicate that ECT influences users' decisions on whether to continue utilizing technology (Kim & Crowston, 2011).
This thesis uses ECT as a basic to determine user expectations Each study will exploit ECT with different aspects such as explaining the causes of satisfaction (Susarla, Barua
The Post-Acceptance model of Information Systems (IS) Continuance Intention, as expanded by Bhattacherjee, integrates the Technology Acceptance Model (TAM) to validate consumers' expectations after initial use This model establishes a connection between user satisfaction and perceived usefulness, which ultimately influences the user's future intention to continue using the product.
Figure 2.1: The Post-Acceptance model of IS Continence Intention
Continuance intention serves as the primary focus of this thesis, defined as the prediction of future behavior (2017) Research by Almaghrabi et al (2011) highlights that consumers' intention to continue using a service significantly influences service providers and lays the groundwork for system enhancements This indicates that ongoing use of products or services reflects user loyalty and satisfaction Various methodologies have been employed to study continuance intention, yet all share the common goal of enhancing users' commitment to continued usage.
Continuance intention is crucial for generating profits and achieving sustainable development, as highlighted by Gao, Waechter, and Bai (2015) Research indicates that ongoing issues can significantly affect users' willingness to continue using a system (Mendoza, Carroll & Stern, 2008) For instance, users may experience discomfort due to slow system responses, which can negatively impact their perception of the system's usefulness (Lin et al., 2010; Petrick et al., 2006) and ultimately influence their intention to keep using it (Lin et al., 2010) Therefore, understanding users' intentions to continue using a system is essential for effective management and enhancement of the services provided.
Users' decisions to persist with a system are influenced by their beliefs and expectations, which can enhance work performance (Limayem & Cheung, 2008; Bhattacherjee, Perols & Sanford, 2008) Additionally, these expectations play a crucial role in predicting user satisfaction and future usage intentions (Chow and Shi, 2013) The expanded Expectation Confirmation Theory (ECT) posits that confirming expectations determines the system's ease of use and impacts perceived usefulness and enjoyment, ultimately influencing user satisfaction This model illustrates the direct relationships among variables, highlighting their continuous influence on the intention to keep using the system.
The expanded ECT model, adapted from Thong, Hong, and Tam (2006), enhances the original post-acceptance model by introducing additional variables While Bhattacherjee's model focuses on four key elements—perceived usefulness, confirmation, satisfaction, and continuance intention—the extended model incorporates six variables It identifies continuance intention as the primary independent variable, supported by five additional independent variables: perceived ease of use, perceived enjoyment, perceived usefulness, confirmation, and satisfaction.
Perceived ease of use (PEOU) refers to the extent to which individuals believe that utilizing a specific system requires minimal effort (Davis, 1989) Research indicates that PEOU significantly influences users' attitudes toward technology (Davis et al., 1989; Karahanna et al., 1999) Additionally, PEOU encompasses a user's conscious recognition of their capability to effectively operate a technology application (Bugembe, 2010; Shen, Laffey, Lin).
& Huang, 2006) PEOU refers to the ease of use of a particular system (Karahanna & Straub, 1999) In addition, PEOU depends more on the experience than the equipped functions themselves (Rocker, 2009)
Perceived Ease of Use (PEOU) enhances user-friendliness, significantly boosting the likelihood of online purchases (Ramayah & Ignatius, 2005) Additionally, PEOU is crucial in fostering meaningful user experiences, as evidenced by research (Belanche, Casaló, & Guinalíu, 2012).
Intuitive and aesthetically pleasing interfaces enhance user awareness and improve efficiency in the usage process, as highlighted by several studies (Ku & Chen, 2015; Mishra, 2016; Oghuma et al., 2016; Liu, Du, & Tsai, 2009; Wixom & Todd, 2005).
Perceived usefulness (PU) is defined by David and Rocker as the extent to which an individual believes that utilizing a specific system will improve their job performance Research has demonstrated that perceived usefulness significantly impacts technology adoption and usage.
& Al-Emran, 2018) In addition, PU is also recognized as an important factor in predicting users’ intention to use the system (Shen, Laffey, Lin & Huang, 2006)
The perceived usefulness is considered a premise for applying technology as well as analyzing the effects and effectiveness of using technology (Gefen & Straub, 2000) Lin
& Tsai’s research conducted in 2005 concluded that perceived usefulness does not directly affect satisfaction but is significantly related to usage intention Along with that,
PU is also defined as what users can learn after using the system to improve their performance (Karahanna & Straub, 1999)
Perceived enjoyment (PE), as defined by Davis, Bagozzi, and Warshaw (1992), refers to the enjoyment derived from using a computer, which can significantly influence consumer trust and purchasing decisions (Ramayah & Ignatius, 2005) Numerous studies, including those by Igbaria et al (1996) and Carroll and Thomas (1988), have underscored the critical role of enjoyment in the acceptance of technology Notably, PE can sometimes outweigh perceived usefulness, serving as a key factor in technology selection and usage (Van der Heijden, 2004).
Perceived enjoyment serves as a significant motivator for the ongoing use of technology, as it enhances user acceptance and engagement (Davis et al., 1992; Koufaris, 2002) When technology brings joy, users are more likely to embrace it (Thong, Hong & Tam, 2006) Although perceived usefulness and perceived enjoyment are typically viewed as unrelated, this study emphasizes their importance due to their direct impact on user experience and motivation For research focused on user satisfaction and continued usage intentions, both perceived usefulness and perceived enjoyment are critical factors that influence the effectiveness of Learning Management Systems (LMS).
Confirmation involves evaluating both positive and negative outcomes, as described by Oliver, Rust, and Varki, who state that it occurs when "low and high probability desirable and undesirable events happen or do not happen as anticipated." This concept highlights the connection between user expectations and their emotional responses By comparing perceptions with expectations, one can assess the level of user satisfaction effectively.
- Perceived product performance > expectations = positive disconfirmation
- Perceived product performance = expectation = simple confirmation
- Perceived product performance < expectation = negative disconfirmation
Satisfaction is shaped by expectations and the evaluation of experiences with a product or service, as highlighted by various studies (Yi, 1990; Parasuraman et al., 1985, 1988; Day, 1984; Tse & Wilton, 1988) A key factor in determining satisfaction is the comparison between pre-consumption and post-consumption standards (Erevelles and Leavitt, 1992; Oliver, 1996) When established expectations are met, it results in moderate satisfaction; exceeding those expectations leads to high satisfaction, while failing to meet them results in dissatisfaction, as outlined in the Confirmation-Disconfirmation (CS) paradigm.
HYPOTHESES AND MODEL
This thesis formulates hypotheses to identify the factors influencing teacher satisfaction and their intention to continue using Learning Management Systems (LMS), focusing on the relationships between the model's variables.
This section will formulate hypotheses to explore the relationship between various variables and their impact on user satisfaction, as well as the connection between satisfaction levels and the intention to continue using the Learning Management System (LMS).
• Satisfaction and continued LMS usage Intention
Numerous studies highlight that user satisfaction is essential for the repeated use or repurchase of products (Mouakket, 2015) In the context of Learning Management Systems (LMS), satisfaction significantly influences users' ongoing engagement with the platform (Almahamid & Abu Rub, 2011) Bhattacherjee's research supports this notion, indicating that satisfaction predicts users' continued utilization Furthermore, satisfied users are likely to anticipate increased usage in the future (Limayem & Cheung, 2008).
Trust plays a crucial role in enhancing user satisfaction, as a higher level of trust correlates with increased satisfaction and a greater likelihood of continued system use Research by Stone and Baker-Eveleth supports the notion that satisfaction is a key driver for ongoing engagement with the system Based on these findings, this thesis proposes the following hypothesis:
H1 User satisfaction is positively related to the continued LMS Usage Intention
Customer satisfaction is largely influenced by the effectiveness of a product following its use; when this effectiveness surpasses expectations, users report higher satisfaction levels (Sahin, 2014) Additionally, confirmation plays a crucial role in shaping satisfaction judgments (Thong, Hong & Tam) Research by Kim (2010) indicates that students experience satisfaction when they feel their expectations are fulfilled while using a Learning Management System (LMS).
Expectations vary across different fields, leading to distinct analyses of user expectations (Palvia, 1996) Research indicates that an appealing interface and quality that align with user preferences can elevate expectation levels (Lin, Wu, Hsu & Chou, 2012; Zviran, Glezer & Avni, 2006) Additionally, the confirmation of these expectations positively influences user satisfaction (Wang, Butler, An Hsieh & Hsun Hsu, 2008) This thesis posits that these factors are integral to understanding user satisfaction.
H2: Users’ confirmation of expectation has positive effects on their satisfaction
Perceived usefulness is a critical factor influencing user satisfaction, as it relates to the efficiency and accuracy that technology can provide in the workplace (Davis, 1989; Bugembee, 2010) Many users of Learning Management Systems (LMS) express that their satisfaction hinges on the effectiveness and utility of the system, indicating that a useful system significantly enhances customer satisfaction (Calisir & Calisir, 2004).
Numerous studies have explored the relationship between perceived usefulness and user satisfaction, revealing a positive correlation between the two Lee's research indicates that perceived usefulness is foundational to user satisfaction, while a survey by Thong, Hong, and Tam highlights the significant impact of perceived usefulness on satisfaction in mobile services Additionally, Boe et al found that teachers derive satisfaction from the effectiveness of their teaching tools These findings support the hypothesis that perceived usefulness is crucial for enhancing user satisfaction.
H3: Users’ perceived usefulness has positive effects on their satisfaction
• Perceived Usefulness and Continued LMS Usage Intention
User belief in the usefulness of technology can effectively counteract negative attitudes towards its use (Rocker, 2009) Bhattacherjee emphasizes that perceived usefulness serves as a strong motivator for users to not only adopt technology but also to maintain its usage over time.
Furthermore, improving usefulness also means improving work performance, so it can build continued use intention (Heijden, 2004)
Many studies have been conducted and most have concluded that there is a positive relationship between usefulness and continuance intention (Lee, 2010; Bhatttacherjee,
Perceived usefulness is a crucial factor influencing user intention to utilize technology, as highlighted by Bhattacherjee (2015) and supported by Oghuma et al., who found that it positively impacts the intention to use text messaging on phones Additionally, Saade & Bahli confirmed that perceived usefulness significantly affects users' engagement with the system This thesis aims to explore the benefits users derive from the system to enhance their motivation for continued usage.
H4: User’s perceived usefulness has positive effects on their usage intention
Satisfaction and perceived usefulness are interrelated, with lower user expectations enhancing system performance Bhattacherjee (2001) highlights that when users have lower expectations, the system is more likely to meet their needs effectively, thereby increasing its perceived usefulness Furthermore, research by Stone and Baker-Eveleth demonstrates that confirmation plays a crucial role in motivating students to recognize the value of a textbook, reinforcing the connection between user satisfaction and perceived utility.
Usefulness serves as a key factor in assessing the quality of a product or service from the customer's perspective, and is significantly influenced by customer confirmation (Jeong & Lambert, 2001) Research by Thong et al supports the idea that confirmation enhances the perception of perceived usefulness, particularly in educational settings Therefore, it can be concluded that user expectancy is directly linked to their perceived usefulness of utilizing the LMS system This leads to the formulation of the following hypothesis:
H5: User confirmation has positive effects on the perceived usefulness
• Perceived ease of use and satisfaction
A user-friendly system significantly enhances user engagement and satisfaction, as indicated by research from 2017 The perceived ease of use serves as a key metric for measuring user satisfaction (Calisir & Calisir, 2004) Additionally, technologies that users find comfortable tend to be more effective (Venkatesh & Morris, 2000) Moreover, ease of use plays a crucial role in optimizing system performance (Flavian, Guinaliu & Gurrea, 2006).
Previous research has explored the impact of perceived ease of use across various contexts, with Van der Heijden developing a model to analyze factors influencing users' website usage decisions The findings indicate that ease of use significantly affects users' perceptions of usefulness Additionally, a 2015 study on social media adoption identified ease of use as a precursor to perceived usefulness and its influence on user satisfaction Building on these insights, this thesis hypothesizes that ease of use plays a critical role in shaping user perceptions and experiences.
H6: User-perceived ease of use has positive effects on their satisfaction
• Perceived ease of use and Continued LMS Usage Intention
Perceived Ease of Use (PEOU) is crucial in determining technology usability and user comfort, as highlighted by Davis (1989), who noted that awareness of PEOU directly or indirectly affects users' intention to engage with technology His research model underscores the significance of both Perceived Usefulness (PU) and PEOU in influencing user intention Furthermore, PEOU alleviates cognitive load, minimizing time and effort required for usage (Saade & Bahli, 2005) This ease of use significantly impacts the intention to use mobile learning (m-learning) among users, as evidenced by multiple studies (Joo et al., 2016; Iqbal and Qureshi, 2012; Tan et al., 2012; Sabah, 2016) Thus, the following hypothesis is proposed:
H7: User’s perceived ease of use has positive effects on the Continued LMS Usage Intention
• Perceived ease of use and Perceived usefulness
RELATED RESEARCH
Numerous studies have explored users' intentions to continue using Learning Management Systems (LMS) and the factors affecting their satisfaction A 2021 study on students' intention to continue using Moodle identified key influencers such as performance satisfaction, effort expectancy, attitude, self-efficacy, and facilitating conditions Additionally, research by Liao, Chen, and Yen highlighted that customer satisfaction, primarily driven by ease of use, significantly affects users' behavioral intentions toward e-services Furthermore, this study underscored that while satisfaction is crucial for continuance intention, other factors like profit can also directly influence usage intentions in specific contexts.
A study by Priya Nair in 2022 identified key factors influencing lecturers' satisfaction with Learning Management Systems (LMS), highlighting that Confirmation of Expectation and Perceived Usefulness are crucial determinants Notably, Confirmation of Expectation emerged as the most significant factor impacting overall satisfaction and instructors' intention to continue using the LMS Additionally, Perceived Usefulness contributes to enhancing instructors' systems and teaching methods, underscoring its importance in fostering ongoing engagement with the platform.
Numerous studies have utilized the Expectation-Confirmation Theory (ECT) to examine the factors influencing users' intention to continue using Learning Management Systems (LMS) Key determinants identified include performance expectancy, effort, attitude, satisfaction, self-efficacy, and facilitating conditions, all of which play a significant role in shaping LMS users' continued engagement.
Service information quality, usefulness, and user satisfaction are crucial in influencing the intention to continue using a service (Lee, Song, Kim, 2023) Engagement and flow in gamification features, along with perceived enjoyment and overall satisfaction, significantly impact users' willingness to persist with the service Satisfaction encompasses various factors and directly affects the intention to continue usage (Sasono, Pramana, 2023) A high level of satisfaction is essential for users to maintain their intention to use the service, with interactivity, social influence, perceived usefulness, and confirmation playing vital roles in enhancing satisfaction (Ibrahim, Obeid, Fadhil, 2024) These findings establish a strong link between user satisfaction and the intention to continue using the service.
This thesis identifies key factors influencing user expectations and intentions to continue using Learning Management Systems (LMS), which are essential tools designed to enhance the educational experience Despite their benefits, the rise of Web 2.0 tools poses challenges to the continued relevance of LMS Consequently, this research aims to highlight the issues educators face while using LMS, providing valuable insights for necessary improvements to better align with user expectations, enhance performance, and increase satisfaction and usage rates.
This thesis employs the expanded Expectation Confirmation Theory (ECT) framework developed by Thong, Hong, and Tam (2006) to evaluate user expectations and satisfaction, while also examining the intention to continue using Learning Management Systems (LMS) in the future Analyzing the relationships among the variables in this model is crucial for fulfilling the objectives of the thesis.
RESEARCH METHODOLOGY
RESEARCH DESIGN
Selecting an appropriate research method is crucial for initiating a study, as it significantly influences the reliability and effectiveness of the results This thesis opts for qualitative research methods to facilitate a deeper exploration of the subject matter, as the data collected will be in textual form, allowing for comprehensive analysis and insights.
Qualitative research encompasses various approaches, including interpretive methods that emphasize human perception through introspection, interviews, and personal experiences (Denzin and Lincoln, 2005) This type of research prioritizes understanding and interpretation (Frankfort-Nachmias and Nachmias, 1996), demonstrating less structure and greater flexibility compared to other research methodologies (Ragin, 1994).
This thesis opted for a qualitative research method due to its ability to yield detailed and proactive insights from participants, aligning with the study's objectives Additionally, qualitative methods are ideal for small-scale studies that require in-depth data analysis and facilitate the examination of relationships between variables The advantages and disadvantages of qualitative research methods are summarized in Table 3.1 below.
Table 3.1: Advantages and disadvantages of Qualitative Research (Stroie Elena
Easier to observe and understand the level of risk
Risk assessment and outcome are subjective
Evaluated the most important areas of risk
Subjectivity makes it difficult to follow
Simple calculation to implement and understand
A cost-benefit analysis is not used which makes the installation of controls challenging
No need to qualify the frequency occurrence of the threats
Inadequate distinction between the main hazards
Not necessary to determine the monetary value of information
Participants’ subjective viewpoint may have led to an incorrect definition of reality
Not necessary to calculate the qualitative of frequency and impact
No need to calculate the estimated cost of measure
RESEARCH SAMPLE
Selecting the appropriate population and sample is crucial for ensuring the reliability and accuracy of data It is essential to determine whether the chosen population and sample allow sufficient time for data collection, analysis, and completion of the thesis If both criteria are met affirmatively, the population and sample can be deemed acceptable This thesis specifically examines the use of Learning Management Systems (LMS) by educators at Apollo English Center, focusing on the GV2 branch located on Nguyen Van Luong due to its optimal geographical proximity and relevance.
This thesis focuses on teachers utilizing the Learning Management System (LMS) at GV2, due to the impracticality of collecting data from all 28 Apollo branches in Ho Chi Minh City within the given time constraints.
Selecting a reliable population and confirming an appropriate sample is crucial for research In this study, the chosen population is GV2, with teachers selected as the sample due to time constraints Although the Apollo Phan Van Tri branch (GV1) was considered, geographical distance and difficulties in contacting teachers made it an unsuitable option Therefore, GV2, being the first branch to implement the LMS, provides the most relevant sample for this thesis.
Various sampling methods are employed in research, including snowball sampling, purposive sampling, systematic sampling, cluster sampling, and stratified random sampling, all aimed at extracting a small subset from a larger population for data collection This thesis specifically adopts the cluster sampling method, focusing on a small cluster (GV2) within the Apollo branches located in Ho Chi Minh City, in alignment with the defined research objectives and scope.
As mentioned above, this study focuses on teachers The total number of teachers participating in the study is 10 (all teachers at GV2 as of August 2024)
The participants’ general information in figure 3.1, 3.2, and 3.3 shows 3 main items, including gender, age, and nationality
This thesis has collected 10 interviews from ten teachers including 5 male and 5 female This shows that the number of men and women participating in the interview is equal ………
The study categorized participants into four distinct age groups, revealing that individuals aged 30-39 comprised the largest segment at 60% This was followed by the 20-29 age group, which represented 20% of participants In contrast, the age groups of 40-49 and those above 50 each accounted for the smallest proportions, both at 10%.
A survey conducted among teachers revealed that 40% are from the Philippines, making it the largest nationality group, followed by American teachers at 30% The remaining teachers represent India, Mexico, and Ukraine.
VARIABLE AND MEASUREMENT
This thesis examines six variables, comprising one dependent variable (DV) and five independent variables (IV), detailed in Chapter 2 The primary focus is on understanding the intention to continue using a Learning Management System (LMS), which is designated as the dependent variable The independent variables include perceived usefulness, perceived enjoyment, satisfaction, confirmation, and perceived ease of use A table is provided that outlines these variables, corresponding questions, and reference sources Unlike previous studies, this thesis does not utilize the questionnaire developed by Thong, Hong, and Tam (2006), aiming instead to explore the topic from diverse perspectives, which is a notable contribution of this research.
American Philippines India Mexico Ukraine
Adapted from Daghan and Akkoyunlu
Do you plan to continue using the system for teaching and learning about new technology?
PU Perceived usefulness Adapted from
Are there any features that you think are beneficial /useful in the LMS that you have experienced?
Are you pleased with the experience when using the LMS system?
PEOU Perceived ease of use Adapted from
Nor Azura Adzharuddin and Lee Hwei Ling (2013)
It is easy for you to operate the LMS?
Have the benefits this LMS system brought exceeded your expectations?
PE Perceived Enjoyment Adapted from
Do you find it interesting to use LMS to teach?
The thesis employs one-on-one structured interviews with teachers to enhance the detail and proactiveness of data collection By utilizing this method, where questions are pre-prepared and consistently posed to all participants, the research aims to gather diverse perspectives while assessing the benefits and drawbacks of various interview formats.
DATA COLLECTION PROCEDURES
Data collection is a crucial phase in completing this thesis, requiring careful planning to ensure adherence to time constraints and data objectivity This research employs qualitative methods, focusing primarily on primary data, while also acknowledging the use of secondary data Prior to data collection, the author sought permission from the center manager via email to conduct research involving center-related data Following approval, invitations for interviews were sent to all teachers at Apollo GV2, resulting in a 100% acceptance rate from participants The collected data will be recorded and transcribed to facilitate a smoother analysis process.
The thesis has formulated interview questions derived from relevant variables and previous studies on the topic Following the question development, the author initiates direct interviews with teachers, who can select a convenient time for participation Each interview typically lasts between 10 to 20 minutes, allowing for an efficient and flexible data collection process.
Thesis authors initially faced significant challenges in managing their time due to their busy work schedules Flexibility in plans and timelines proved essential at times This thesis aimed to gather feedback from all teachers at Apollo, ensuring fairness, particularly for those at the GV2 facility.
STATISTIC TECHNIQUE ANALYSIS
The conceptual analysis of the collected data utilized statistical methods, which are crucial for deriving research outcomes In contrast to quantitative research, qualitative research data is typically in audio or text format, making traditional computational tools unsuitable for analysis Therefore, this thesis employs regression analysis to interpret the gathered research data effectively.
Content analysis is a widely utilized method in market research that helps researchers understand the relationship between independent and dependent variables This analytical approach focuses on text data, enabling researchers to assess the impact of independent variables on dependent variables and make predictions based on the collected data.
Understanding the relationship between independent and dependent variables offers significant advantages, including the ability to prioritize variables that have minimal or negative effects while concentrating efforts on those that demonstrate strong positive impacts.
This chapter centers on the data analysis process derived from interviews with teachers at GV2, exploring their intentions to continue using Learning Management Systems (LMS) in the future Utilizing a qualitative research method, this thesis effectively analyzes users' expectations for LMS, highlighting its appropriateness for understanding educators' perspectives.
This thesis explores the various factors influencing teachers' intentions to utilize Learning Management Systems (LMS) for educational purposes Employing interviews for data collection and content analysis for data examination, the study provides insights into the relationship between these variables and LMS usage among educators.