This study demonstrates that ECM is a valuable framework for explaining students' continued intention to use weblogs for learning purposes.
To assess the nomological validity of our instrument, we examined the impact of mobile application usability on two outcomes: continued intention to use and brand loyalty.
The main purpose of this study is to investigate influences of salient factors on undergraduate students' continued intention to use weblogs for learning in a management information systems (MIS) course.
Prior studies have found that both satisfaction with, and perceived usefulness of IS, strongly influence on students' continued intention to use learning technologies in higher educational contexts (e.g., Ifinedo, 2007; Limayem & Cheung, 2008; Stone & Baker-Eveleth, 2013; Cheng, 2014; Liao et al., 2015).
These findings are consistent with the observations in previous comparable studies confirming the positive effects of perceived usefulness and satisfaction on students' continued intention to use ICT-enabled learning technologies (Limayem & Cheung, 2008; Stone & Baker-Eveleth, 2013; Liao et al., 2015; Tang et al., 2014; Chen et al., 2015).
She continued, "Intention is the key.
As this process continues, intentions and actions will lead to new and exciting results -- as purpose is fulfilled and missions are achieved.
Not much is known about the factors that influence students' continued usage intention of weblogs.
Second, follow-up studies could compare students' continued usage intention of weblogs use for learning MIS and related courses.
Based on survey data gathered from the users of a gamification service, we examine the relationship between utilitarian, hedonic and social motivations and continued use intention as well as attitude toward gamification.
In spite of the advantages of blog use in teaching and learning, there are barriers to the adoption and continued usage intention of such technologies in the higher education sector.
