The findings confirm that integration level influences perceived fit and perceived tie between focal and newly extended products.
These researchers found that perceived fit motivates learners to continue utilizing e-learning systems.
We see also that the perceived fit might change slightly over time (Nägele and Neuenschwander 2015).
Items used to represent perceived fit were adapted from McGill and Hobbs (2008) and Lin (2012).
As predicted for H2, perceived fit was shown to have a significant effect on confirmation.
Notably, perceived fit and perceived individual learning support are important antecedents to continued usage of weblogs for the sampled students.
The results reveal that perceived fit and satisfaction are important precedents of the intention to continue VLS and individual performance.
Based on the foregoing discussion, the study's research conceptualization or model, which fuses perceived fit and perceived individual learning support with ECM, is proposed (Figure 1).
With respect to students using weblogs to learn MIS, perceived fit was found to have a positive effect on their perceived individual learning support (H5).
This study lends credence to previous work that showed that factors such as perceived fit, perceived individual learning support, perceived usefulness, confirmation, and satisfaction have positive effects on students' continuance usage intention in ICT-supported learning environments.
The results strongly support the proposed hypotheses, indicating that perceived fit, perceived individual learning support, perceived usefulness, confirmation, and satisfaction have positive effects on students' continued usage intentions of Weblogs.
