Theorising and Modeling Interface Design Quality and Its Predictive Influence on Learners' Post Adoption Behaviour in E-Learning Course Environments

Autor/in	Kishabale, Bashir
Titel	Theorising and Modeling Interface Design Quality and Its Predictive Influence on Learners' Post Adoption Behaviour in E-Learning Course Environments
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 17 (2021) 1, S.100-122 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Electronic Learning; Computer Interfaces; Design; Predictive Validity; Adoption (Ideas); College Students; Student Behavior; Foreign Countries; Factor Structure; Goodness of Fit; Student Satisfaction; Models; Aesthetics; Navigation (Information Systems); Accessibility (for Disabled); Uganda + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Collegestudent; Student behaviour; Schülerverhalten; Ausland; Faktorenstruktur; Analogiemodell; Ästhetik; Accessibility; Zugänglichkeit
Abstract	The current study, guided by the cross-sectional survey method, assessed interface design quality, and its predictive ability on E-learners' post-adoption behavior in E-learning course environments. DeLone and McLean's Information Systems Success Model, Khan's E-learning Framework, and Bhattacherjee's Information System Continuance Model formed the current study's theoretical underpinning. Data for the study were collected from 232 E-learners in selected Ugandan higher learning institutions, using a 38-item self-administered questionnaire. Principal Components Analysis produced a four-factor structure of interface design quality that comprised of content interactivity, accessibility design, system navigation, and visual-aesthetics design, which were found to be valid and reliable using Confirmatory Factor Analysis. The Structural Equation Model fit indices revealed that the hypothesised model achieved adequate goodness-of-fit to the data. Regarding the structural relationships, the four factors were found to be statistically significant predictors of E-learners' satisfaction; and in-turn, satisfaction impacted learning agility. The results have clearly aligned with the study's theoretical framework, buttressing existing empirical data on interface designs and end-user post adoption with E-learning interventions. The current study is crucial for making evidence-based pedagogical and design decisions by key E-learning stakeholders for the successful implementation and continued use of digital learning solutions in higher education contexts. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Cavehill, Bridgetown, Barbados, BB11000, West Indies. e-mail: chiefeditor-ijedict@open.uwi.edu; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01