Internet cognitive failure relevant to users' satisfaction with content and interface design to reflect continuance intention to use a government e-learning system. (January 2017)

• Record Type: Journal Article
• Authors: Hong, Jon-Chao; Tai, Kai-Hsin; Hwang, Ming-Yueh; Kuo, Yen-Chun; Chen, Jhih-Siang
• Is Part Of: Computers in human behavior. Volume 66(2017)
• Page Start: 353
• Page End: 362
• Publication Date: 2017-01
• Subjects: Public management -- E-training -- Internet cognitive failure -- Expectancy confirmation model -- Human-interface design; Interactive computer systems -- Periodicals; Man-machine systems -- Periodicals; 004.019
• DOI: 10.1016/j.chb.2016.08.044
• Languages: English
• ISSNs: 0747-5632

Abstract

Abstract: Government e-learning systems have been established for employees in public sectors. To understand the effectiveness of using the systems, the present study focused on the content and interface design of a government e-learning system in Taiwan to explore factors relevant to users' continuance intention to use the system. Data from 150 effective questionnaires were returned for confirmatory factor analysis with structural equation modeling. The results showed that if the users have a high level of Internet cognitive failure, they will have low satisfaction with the content design and interface design of the e-learning system. The results also showed that if users are satisfied with the content design and interface design, they will perceive utility value. Finally, if the users perceive utility value, they will have continuance intention to use the government e-learning system. The results of this study implied that the psychological trait, Internet cognitive failure, plays an essential role for determining the usage of a government e-learning system. In addition, when designing government e-learning systems and deciding where to expend efforts, one should consider how the content and interface design interacts with behavioral intention mediated by utility value. Highlights: Internet cognitive failure reduces satisfaction with content of e-learning system. Internet cognitive failure reduces satisfaction with interface design. A high level of perceived utility increases users' continuance intention to re-use. Internet cognitive failure can explain difference in willingness to use e-learning.