What drives the continuance intention of “Study with Me” virtual learning commons? A perspective from ECM-ISC

Abstract

Purpose

The research goal is to understand what factors affect users' continuance intention (CI) of virtual learning commons, focusing on the impact of technological features and individual characteristics on CI.

Design/methodology/approach

In this study, we take “Study with Me”(SWM) as the research subject. Based on the expectation confirmation model for information systems continuance (ECM-ISC) theory, we propose an influence mechanism model for testing these hypotheses. A total of 378 valid data were collected through an online survey of users who frequently use SWM virtual learning commons. The tools SPSS 26.0 and AMOS 24.0 were used to analyze the reliability, validity, model fits and structural equation modeling (SEM).

Findings

The results indicated that interaction immediacy, connectedness, and immersion positively influence users' perceived usefulness (PU) of SWM. The study also concluded that users' self-regulated learning and habit significantly impact their CI of SWM. However, there was no significant relationship found between digital literacy and CI.

Originality/value

This study offers a comprehensive explanation of users' CI of SWM by integrating both technological and individual factors. The findings of this research can provide an empirical foundation for optimizing learning space services, particularly fostering innovative integration between physical and virtual library environments. These findings contribute to promoting diversified development in library space utilization.