Computers in Human Behavior 45 (2015) 359–374

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Computers in Human Behavior

journal homepage: www.elsevier.com/locate/comphumbeh

Investigating users’ perspectives on e-learning: An integration of TAM

and IS success model
Hossein Mohammadi ⇑
Department of Public Administration, Allameh Tabataba’i University, Tehran, Iran

a r t i c l e i n f o a b s t r a c t

Article history: The purpose of this paper is to examine an integrated model of TAM and D&M to explore the effects of
Available online 12 January 2015 quality features, perceived ease of use, perceived usefulness on users’ intentions and satisfaction, along-
side the mediating effect of usability towards use of e-learning in Iran. Based on the e-learning user data
Keywords: collected through a survey, structural equations modeling (SEM) and path analysis were employed to test
E-learning the research model. The results revealed that ‘‘intention’’ and ‘‘user satisfaction’’ both had positive effects
Quality on actual use of e-learning. ‘‘System quality’’ and ‘‘information quality’’ were found to be the primary
Satisfaction
factors driving users’ intentions and satisfaction towards use of e-learning. At last, ‘‘perceived usefulness’’
Intention to use
Actual use
mediated the relationship between ease of use and users’ intentions. The sample consisted of e-learning
users of four public universities in Iran. Past studies have seldom examined an integrated model in the
context of e-learning in developing countries. Moreover, this paper tries to provide a literature review
of recent published studies in the field of e-learning.
Ó 2014 Elsevier Ltd. All rights reserved.

1. Introduction information and communication are facilitated through using

To meet educational purposes and students’ demands, e-learn-
ing development emerges to be a catalyst for today educational
institutions (Alsabswy, Cater-Steel, & Soar, 2013; Docimini &
Palumbo, 2013). E-learning can be defined as a dynamic and imme-
diate learning environment through the use of internet to improve
the quality of learning by providing students with access to
resources and services, together with distant exchange and
collaboration (Docimini & Palumbo, 2013; Jeong & Hong, 2013).
E-learning supports learners with some special capabilities such
as interactivity, strong search, immediacy, physical mobility and
situating of educational activities, self-organized and self-directed
learning, corporate training, personalized learning, and effective
technique of delivering lesson and gaining knowledge (Bidin &
Ziden, 2013; Docimini & Palumbo, 2013; Jeong & Hong, 2013;
Martin & Ertzberger, 2013; Viberg & Gronlung, 2013). E-learning
has a positive impact on both teachers and students in that it pos-
itively affects the duration of their attention, learning and training
tenacity, and their attitudes towards collaboration and interaction
(Chen & Tseng, 2012; Ozdamli & Uzunboylu, 2014). Past studies
have indicated that anywhere and anytime learning and access to
⇑ Address: Pars Pamchal Alley, block 17, No 2, Naghshe Iran St. Ansar Alhossein
St. Second Square, Kosar, Qazvin, Iran. Tel.: +98 9192864512, +98 9214563704.
E-mail addresses: H.mohammadi901@st.atu.ac.ir, Hossein662@gmail.com
e-learning (Chen & Tseng, 2012; Ho & Dzeng, 2010; Islam, 2013;
Pena-Ayala, Sossa, & Mendez, 2014). Kratochvíl (2013) and
Abachi and Muhammad (2013) note that all individuals involved
in e-learning are fond of using it towards learning because of flex-
ible access in terms of time, space, and pace and online collabora-
tive learning. However, demand for the development of e-learning
is increasingly growing; still the need for research on potential fac-
tors affecting e-learning adoption like quality which is the heart of
education and training in all countries (Ehlers & Hilera, 2012), is
felt especially in the context of developing countries (Masoumi &
Lindstrom, 2012), a fact that warrants investigation into it.
Past studies have used information technology adoption
theories such as Technology Acceptance Model (TAM), Innovation
Diffusion Theory (IDT) and the Unified Theory of Acceptance and
Use of Technology (UTAUT) and the DeLone & McLean’s model to
explore e-learning users’ behavioral patterns. Some of these stud-
ies have taken the barriers and the drivers of e-learning adoption
into consideration (e.g., Chen & Tseng, 2012; Islam, 2012, 2013,
2014; Sumak, Hericko, & Punik, 2011). In this paper it is attempted
to introduce an integrated model of TAM and DeLone & McLean’s
model for predicting individual’s actual use of e-learning system
in Iran. As Li, Duan, Fu, and Alford (2012) note, it is essential to
examine the relationship between e-learners’ experiences, percep-
tions, and their behavioral intentions to use, because system use is
an important indicator of the system’s success.

http://dx.doi.org/10.1016/j.chb.2014.07.044
0747-5632/Ó 2014 Elsevier Ltd. All rights reserved.
360 H. Mohammadi / Computers in Human Behavior 45 (2015) 359–374
Hassanzadeh, Kanaani, and Elahi (2012), in their attempts to
assess e-learning systems success in Iranian universities, identified
technical system quality, educational system quality, content and
information quality, service quality, user satisfaction, and intention
to use, influential towards use of system, system loyalty, and goal
achievement. Motaghian, Hassanzadeh, and Karimzadegan
Moghadam (2013), in their attempts to assess the influence of
IS-oriented, psychological and behavioral factors on instructors’
adoption of web-based learning systems in Iran, identified that
perceived usefulness, perceived ease of use, and system quality
improve instructors’ intentions to use web-based learning systems.
However, only a limited number of published works have
applied an integrated model of IS success model and TAM to
explore e-learning usage drivers in the context of developing coun-
tries. This research, compared to Hassanzadeh et al. (2012), tries to
step forward to investigate the students’ perceptions of e-learning
services based on an integrated model of TAM and IS success model
and provides a literature review of recent published works in the
context of e-learning which appear to be the main contributions
of the paper. This paper is focused on Iran as a developing
country in the Middle East, which possesses a large population of
over 75 million individuals, 37 million of which according to
Internetworldstats.com. (2012) are internet users, ranking Iran
first in the Middle East and fourth in Asia. This study attempts to
fill a research gap by addressing the effects of quality features of
e-learning systems including educational quality, service quality,
technical system quality, and content and information quality,
accompanied with perceived ease of use and perceived usefulness
on students’ satisfactions and intentions towards use of e-learning,
besides investigating mediating effect of perceived ease of use on
intention through perceived usefulness.
The remainder of the paper is structured as follows: we address
literature review in the next section. This is followed by the pre-
sentation of the research hypotheses, discussion of findings, con-
clusions, and finally recommendations for future studies.
2. Literature review
Owing to complicated, interrelated, and multi-faceted nature of
IS success, early attempts fell short in defining information system
success. To address this problem, a success model was presented
by DeLone and McLean (1992) which was later modified to com-
pensate for changing in IS over time. IS success model (DeLone &
McLean, 2003) identified six components of IS success as follows:
system quality, information quality, and service quality, intention
to use/use, user satisfaction, and net benefits. In IS success model,
system use precedes user satisfaction and positive experience with
use contributes to the enhancement of satisfaction which sequen-
tially leads to a higher intention to use (Petter, DeLone, & McLean,
2008). The revised IS success model, as one of the most widely used
model for IS success, has so far been frequently adopted to examine
e-learning system success.
The Technology Acceptance Model proposed by Davis and Bago-
zzi (Bagozzi, Davis, & Warshaw, 1992) appears to be the most
widely used innovation adoption model. This model has been used
in a variety of studies to explore the factors affecting individual’s
use of new technology (Venkatesh & Davis, 2000). Davis (1989)
suggests that the sequential relationship of belief–attitude–inten-
tion–behavior in TAM, enables us to predict the use of new tech-
nologies by users. In fact, TAM is an adaptation of TRA in regard
to IS which notes that perceived usefulness and perceived ease of
use determine an individual’s attitudes towards their intention to
use an innovation with the intention serving as a mediator to the
actual use of the system. Perceived usefulness is also considered
to be affected directly by perceived ease of use.
Cheng (2012) in his study to examine whether quality factors
can affect learners’ intention to use e-learning system, incorpo-
rated instructor quality to other components of IS success model
and concluded that information, service, system, and instructor
quality play the antecedent role and come to be as the key drivers
of employees’ perceptions with regard to e-learning acceptance.
Saba (2013), who carried out a study on implications of e-learning
systems and self-efficacy on students’ outcomes, concluded that
system quality, information quality, and computer self-efficacy
all affected system use, user satisfaction, and self-managed learn-
ing behaviors of student. Kim, Trimi, Park, and Rhee (2012) on their
study on investigating the impact of quality on the outcomes of e-
learning based on IS success model, found that system quality,
information quality, and instructional quality positively influence
user satisfaction. Li et al. (2012) identified that e-learning service
quality, course quality, perceived usefulness, perceived ease of
use, and self-efficacy directly affect, system functionality and sys-
tem response indirectly affect, while system interactivity insignif-
icantly affects on users’ intentions towards use. Chang (2013)
showed that web quality significantly and positively influences
user value and user satisfaction; furthermore, he concluded that
perceived value and satisfaction play the antecedent role in user’s
intention towards use of e-learning. Wang and Chiu (2011) who
incorporated communication quality, information quality, and ser-
vice quality in his model showed that all had significant positive
effects on user satisfaction and loyalty intention to use the e-learn-
ing system for interacting experience, collaborating with others,
and getting feedback. Owing to the rarity of research in examining
the students’ learning satisfaction with system quality of a system,
Tajuddin, Baharudin, and Hoon (2013) carried out a study to exam-
ine the relationship between learning satisfaction and system
quality which revealed a positive relationship. According to
Tseng, Lin, and Chen (2011), the most significant determinants of
e-learning effectiveness were the quality of the e-learning system
and learner attractiveness. In his study, increased usage of multi-
media features was figured out to attract learner’s attention and
eventually improve his attractiveness and reduction in the
response time and waiting time for materials to load was found
to improve the quality of the system; accompanied with the
responsiveness of instructors to learners’ questions which need
to be maintained and improved. Islam (2012) who included per-
ceived system quality in the his expectation–confirmation based
IS model revealed that perceived usefulness, confirmation of initial
expectation, and system quality significantly influenced students’
satisfaction, sequentially satisfaction in addition to perceived
usefulness significantly determined continuance intention towards
e-learning usage. Udo, Bagchi, and Kirs (2011) indicated an instru-
ment for assessing e-learning quality comprises five components
including assurance, empathy, responsiveness, reliability, and
website content that four of which (except reliability) are valid
and reliable constructs to measure e-learning quality and influence
learners’ satisfactions and intentions to attend in online courses.
2.1. Other related theories and studies
On the other hand, there are other related theories that deserve
to be mentioned. These are theories such as Theory of Planned
Behavior (TPB) which discusses that adoption behavior is preceded
by behavioral intention which in itself is a function of the individ-
ual’s attitude, their beliefs about the extent to which they can con-
trol a particular behavior and other external factors; Social
Cognitive Theory (SCT) is a framework for understanding, predict-
ing, and changing behavior which introduces human behavior as a
result of the interaction between personal factors, behavior, and
the environment; Diffusion of Innovation Theory (IDT) which con-
siders adoption of IS as a social construct that gradually develops
 H. Mohammadi / Computers in Human Behavior 45 (2015) 359–374
through the population over time; the Decomposed Theory of
Planned Behavior (DTPB), an extended version of TAM, which mod-
els perceived ease of use and perceived usefulness as mediators of
behavioral intention in which compatibility serves as an anteced-
ent for both of them, and the Unified Theory of User Acceptance
of Technology (UTAUT) which notes that four key constructs (per-
formance expectancy, effort expectancy, social influence, and facil-
itating conditions) are the main determinants of consumers’ usage
intention and behavior (Hanafizadeh, Byron, & Khedmatgozar,
2014).
The empirical study conducted by Alsabswy et al. (2013) con-
firmed that the role of IT infrastructure services is vital in e-learn-
ing service success through positively influencing perceived
usefulness, user satisfaction, customer value, and organizational
value. According to Ossiannilsson (2012), technology and digital
study accelerates the change of academic learning, but more
emphasis should be put on cultural and structural changes without
which technology fall short in changing it; in fact, technology
should play the supporting role in this regard.
Sloan, Porter, Robins, and McCourt (2014) in his study on in e-
learning challenges on how to support international postgraduate
students identified that providing student with support and feed-
back in understanding the content is of immense importance.
Sawang, Newton, and Jamieson (2013) figured out that high levels
of support can compensate for low technological efficacy in e-
learning adoption and that e-learning characteristics mediate the
relationship between learner characteristics and intention towards
its further adoption. Lambropoulos, Faulkner, and Culwin (2012)
found that e-teacher play a critical role to facilitate and support
active participation and engagement towards collaborative learn-
ing. In accordance with Lara, Lizcano, Martinez, Pazos, and Riera
(2014) study, temporal and spatial gap between the teacher and
student appears to be an impediment to student follow-up by tea-
cher, and student supervision is essential for the distinction of stu-
dent behaviors that bring about course dropout. Steet and Goh
(2012) who conducted a study on exploring the acceptance of an
e-reader device as a collaborative learning system, identified that
provision of five major determinants including mobility, support,
connectivity, immediacy, collaborative support significantly affect
users’ acceptance of proposed system; while sustainability affor-
dance, was found to have limited influence on the acceptance of
proposed system. Jordan (2013) identified that students’ effective-
ness mostly relies on the teachers’ way of designing and orienting
the online learning experience. In other words, the succession of an
online learning environment emanated from a strong pedagogical
method that put emphasis on a constructivist approach in practice,
without which the technology tool fall short to guarantee the suc-
cession online learning by its own. Leeds (2014) in their study on
how technology changes temporal culture in e-learning, found that
starting to study online for the first time, e-learners may experi-
ence temporal culture shock which needs to be addressed in e-
learning program. Therefore, their time preferences need to be
included in designing an e-learning environment to make certain
that it’s equipped with enough temporal flexibility, and it should
be explicit so that learner expectation can be managed. Chang
(2013) figured out that perceived value determines users’ inten-
tions towards use of system. He also added that perceived support
had a significant effect on perceived usefulness of the e-learning
system. Islam (2013) identified that there exist to be three main
constructs significantly affect students’ perceptions including per-
ceived learning assistant, perceived community building assistant,
and perceived academic performance which are influenced by per-
ceived usefulness and perceived ease of use and how an e-learning
system is used. Xu, Huang, Wang, and Heales (2014), on the other
hand, concluded that personalized e-learning facilities improve
361
online learning effectiveness in terms of examination, satisfaction,
and self-efficacy criteria.
Learning in future will be reoriented along concepts of collabo-
ration and networking (Ossiannilsson & Landgren, 2012). Alverez,
Martin, Fernandez-Castro, and Urretavizcaya (2013) found that
e-learning provides the possibility of offering hybrid courses which
is a blend of face-to face classroom instruction with web-based
learning. Barker et al. (2013) concluded that e-learning, although
welcomed by students, needs to be supplementary to face-to-face
learning. In his study, four main themes were identified, moving
with the times, global networking, inequity as a barrier, and
transfer of internet learning into practice. Corti-Novo, Verela-
Candamino, and Ramil-Diaz (2013) identified that combined
e-learning and face-to-face learning clearly improves the participa-
tion of students, increase their motivation, competencies and so,
their performance in terms of qualifications. The study carried
out by Rolstadas (2013) suggested that training based on a combi-
nation of on-campus and web-based learning is an effective
approach and this approach is more beneficial than those tradi-
tional with only plenary session or virtual content. Hajili,
Bugshan, Lin, and Featherman (2013) in their study on the impact
of Web 2.0 emergence in learning context and its benefits and val-
ues in education notes that the future of e-learning is social learn-
ing, in which learning online is facilitated due to the prevalence of
social media. In fact, social relationships and interactions of indi-
viduals in the internet and online communities clearly improve
their learning competencies and qualities. Diamond and Irwin
(2013) identified that e-learning facilities were mostly adopted
to provide flexible access to information, followed by support for
communication and collaboration, and were scarcely used for the
development of specific skills, personal identity and confidence.
Gupna, Chauhan, and Dutta (2013) indicated that e-learning sys-
tem radically changes the concept of education whether it is full
time, part time, or a distant education program. In their study,
classroom teaching based on e-learning was well welcomed and
paid attention by student as a precious experience and student
were figured out to be very comfortable with the courses presented
through e-learning and this virtual environment believed to
strengthen the face to face classroom. They further declared that
quality of e-learning system influence the quality of teaching in
educational sector. Manca and Pozzi (2014) introduced a three
dimensional model for evaluation of e-learning system based on
which students, teachers, and e-learning managers should be
involved in the evaluation. He declared that platform, resources
and approach are the e-learning system components to be
assessed, and design, running and evaluation are the phases of
the course lifecycle to be analyzed. Troussas, Virou, and Alepis
(2013) who put collaboration among learners into consideration
in a computer assisted learning environment, found that effective
collaboration learning results when students appropriately per-
ceive the significance of working actively with others in order to
learn and act in ways which improve the educational procedure
and emphasize the value of cooperation. Zhang, Fang, Wei, and
Wang (2012) in their study on investigating the intention of stu-
dents to continue their participation in e-learning system, found
that psychological safety communication environment evokes the
intention to continue participation in e-learning. Chen and Tseng
(2012) found that motivation to use and internet self-efficacy both
had significant positive effects while computer anxiety had a sig-
nificant negative effect on intention towards web-based e-learn-
ing. Perceived usefulness and motivation to use were ultimately
found key reasons for the acceptance of e-learning system in their
study.
Kim, Lee, and Ryu (2013) showed that taking learners’ personal-
ity characteristics and its effects on learning preferences into
362 H. Mohammadi / Computers in Human Behavior 45 (2015) 359–374
consideration empowers us to improve both the primary learning
experience and the information derived. Fryer, Bovee, and Nakao
(2014) identified two primary reasons impeding users from
participating and involving in e-learning studies incorporating
poor ability belief and low task value. Chien’s (2012) study con-
cluded that learner’s computer self-efficacy is a primary reason
affecting e-learning self-effectiveness. Chien (2012) further dis-
cussed that both system factors involving functionality and
instructor factors involving self-efficacy contributes to greater e-
learning effectiveness, alongside the fact that learner’s computer
self-efficacy moderates the relationship between system function-
ality and training effectiveness. Poulova and Simonova (2014)
found that learners experienced higher inner satisfaction mostly
with an instruction method which reflects their preferences.
Gonzalez-Gonzalez, Gallardo-Gallardo, and Jimenez-Zarco (2014)
introduced critical thinking as one of the students’ prerequisite
competencies to improve the efficiency and efficacy of their activ-
ities. Wang (2014) in his study provided evidences indicating that
personalized dynamic assessment automatically developed by sys-
tem for each learner strengthened students learning effectiveness
and facilitated their learning achievements and disappeared mis-
conceptions. Le (2012) concluded that e-portfolio results in the
improvement of educational qualities since teaching and learning
focus is transferred from supervisor-centered to student-centered
learning and research, as well as from technological control to
technological empowerment. According to his study, e-portfolio
enables students to completely overcome to their own learning
and research practices.
Bhuasiri, Xaymoungkhoun, Zo, Rho, and Ciganek (2012)
informed that technology awareness, motivation, and changing
learners’ behavior are three major requirements for successful
implementation of e-learning. Al-Samarraie, Teo, and Abbas
(2013) discussed that structured content contributes to the
enhancement of e-learning motivation, attention, and interactivity
which results in students’ better thinking skills, and influences
their meta-cognitive activities and facilitates understanding. Yoo,
Han, and Huang (2012) declared that intrinsic motivators including
effort expectancy, attitudes, and anxiety more rigorously orient
intention towards use of e-learning than did the extrinsic motiva-
tors including performance expectancy, social influence, and facil-
itating conditions. Castillo-Merino and Serradell-Lopez (2014)
informed that motivation is the most important variable influenc-
ing performance of online students which is positively influenced
by students’ perception of their own efficiency. He further declared
that their perception about their ability to use digital technologies
leads to better achievements.
Islam (2014) who adopted his theoretical assumptions from Oli-
ver’s expectation–confirmation theory, Herzberg’s two-factor the-
ory and Kano’s satisfaction model concluded that individuals’
satisfactions towards e-learning were mostly resulted from both
environmental and job-specific factors while their dissatisfactions
were mostly resulted from only environmental factors. Moreno,
Moreno, and Molina (2013) who studied how satisfaction is gener-
ated towards e-learning system, identified that disconfirmation in
the case of measuring expectation before using the service, and
expectation in the case of measuring expectation after using the
service, occurs as the most important in the model. He further
added that perceived usefulness and effort expectancy positively
affect satisfaction.
Fiorella and Mayer (2014) indicated that those who actually
taught the material by explaining the material to others, outper-
formed those who did not teach; though, this effect was stron-
gest for those who were prepared to teach. In his attempt,
preparing to teach resulted in short-term learning gains, whereas
the act of teaching coupled with preparing to teach was impor-
tant for long-term learning. Hopp (2013) identified that stan-
dardized blended-learning system of mobile and e-learning can
be a powerful tool to increase e-learning benefits to the
maximum.
In the context of m-learning as a form of e-learning also some
investigations are carried out as follows: Viberg and Gronlung
(2013) showed that individuals’ attitudes towards m-learning
were most positive with personalization, followed by collabora-
tion and authenticity. They concluded that Hofsted’s factors failed
to explain the differences in students’ attitudes; gender in their
study was identified as influential. Mahat, Ayub, and Wong
(2012) discovered the significant effects of three main factors
including personal innovativeness, readiness to use, and self effi-
cacy on students’ intentions towards m-learning adoption.
Cheon, Lee, Crooks, and Song (2012) informed that TPB appropri-
ately explained college students’ adoption of m-learning, and atti-
tude, subjective norm, and behavioral control positively affected
their intention to adopt mobile learning. Liu, Li, and Carlsson
(2010) indicated that perceived near-term/long-term usefulness
and personal innovativeness significantly affect intention towards
m-learning adoption, while perceived long-term usefulness had a
significant influence on near-term usefulness. Hwang and Tsai
(2011) who investigated the trends in mobile and ubiquitous
learning from 2001 to 2010, found that the number of articles
had significantly increased during the past 10 years and research-
ers had focused on the related fields in recent years. Wu et al.
(2012) who performed a meta-analysis and reviewed the trends
of mobile learning studies from 2003 to 2010, identified that most
studies in the context of mobile learning had investigated effec-
tiveness, followed by mobile learning system design. They further
figured out that surveys and experimental approaches were the
most preferred research methods, research outcomes were signif-
icantly positive in mobile learning studies, mobile phones and
PDAs were the most frequently used devices for mobile learning,
and mobile learning was mostly adopted by higher education
institutions.
2.2. E-learning
Networked devices are growingly used for educational pur-
poses and have applied a radical change in the scope of education
(Ehlers & Hilera, 2012; Hsu, Hwang, & Chang, 2013). E-learning
can be defined as making use of technology as a mediating tool
for learning through electronic devices which enable users to
readily access information and interact with others online (Wu
et al., 2012). The learning styles falls into four categories com-
prises the computer-aided learning, e-learning, remote learning,
and on-line learning (Ho & Dzeng, 2010). The former three ones
are the learning ways conducted through electronic media, such
as CD, auxiliary software, and interactive TV. The online learning
is conducted through internet or intranet to generate the interac-
tion among learners, course, and teacher. E-learning indeed is a
form of online learning; therefore, online learning is called e-
learning at present (Ho & Dzeng, 2010). E-learning seeks to
improve the culture of equal participation among students and
teachers for them to share their efforts to gain greater success
(Shipee & Keengwee, 2014) and better achieve the key educational
objective which is the enhancement of learning effectiveness and
efficiency. Thus, the students’ perceptions of e-learning technolo-
gies are of great importance and precede the successful integration
of these technologies in education (Ozdamli & Uzunboylu, 2014).
Therefore, exploring the learners’ perceptions concerning e-learn-
ing are of immense importance to researchers, because it helps
educational institutions such as schools, colleges and universities,
and even organizations to get a real advantage by enabling
enhanced understanding of key factors that affect intention to
use e-learning.
 H. Mohammadi / Computers in Human Behavior 45 (2015) 359–374
3. Research model and Hypotheses
In this section, the research variables and hypotheses are
presented.
3.1. Educational quality
Educational quality, as a new component to IS success model
incorporated by Hassanzadeh et al. (2012), is seen as system qual-
ity in terms of characteristics and features it can render to facilitate
users learning and training (Hassanzadeh et al., 2012). Educational
quality can be defined as the extent to which an IS system man-
aged to provide a conductive learning environment for learners
in terms of collaborative learning (Hassanzadeh et al., 2012; Kim
et al., 2012). As Hassanzadeh et al. (2012) concluded in their study,
educational quality positively affects individuals’ satisfactions
which is also confirmed by Kim et al. (2012) who found that
instructional quality have a significant positive effect on user satis-
faction. Educational quality, therefore, is assumed to have a posi-
tive effect on individuals’ satisfaction; however, it is assumed to
have a positive effect on intention to use as well.
H1. Educational quality positively affects user satisfaction.
H2. Educational quality positively affects intention to use.
3.2. Service quality
Service quality constitutes the quality of the support that users
receive from the IS (Wang & Wang, 2009) such as training (Petter &
McLean, 2009) and helpdesk. The inclusion of this success dimen-
sion is not undoubted, since it normally seen as subordinate to sys-
tem quality in the model, but some researchers claim that it could
stand as an independent variable owing to the great change in IS
role in recent years (Wang & Liao, 2008). Service quality has been
found to have a significant positive effect on satisfaction in e-learn-
ing context (Poulova and Simonova, 2014; Roca, Chiu, & Martinez,
2006; Tajuddin et al., 2013; Wang & Chiu, 2011; Xu et al., 2014),
and on intention to use e-learning system in some studies
(Cheng, 2012; Hassanzadeh et al., 2012; Li et al., 2012; Ramayah,
Ahmad, & Lo, 2010; Wang & Chiu, 2011). In this study, service
quality is assumed to have a positive impact on both individuals’
satisfaction and their intentions to use.
H3. Service quality positively affects user satisfaction.
H4. Service quality positively affects intention to use.
3.3. Technical system quality
In IS success model proposed by DeLone and McLean (2003),
technical system quality refers to technical success and the accu-
racy and efficiency of the communication system that produces
information; in fact, it constitutes the desirable characteristics
and measures of an IS and relates to the presence and absence of
a bug in system (Rabaa’i, 2009). Technical system quality has been
found to have a significant positive effect on satisfaction in
e-learning context (Alsabawy et al., 2013; Hassanzadeh et al.,
2012; Islam, 2012; Kim et al., 2012; Motaghian et al., 2013; Rai,
Acton, Golden, & Conboy, 2009; Saba, 2013; Tajuddin et al.,
2013; Wang & Chiu, 2011; Wu, Hsia, Liao, & Tennyson, 2008),
and on intention to use e-learning system (Cheng, 2012; Islam,
2012; Li et al., 2012; Ramayah et al., 2010; Wang & Chiu, 2011).
363
Technical system quality, thus, is assumed to have a positive effect
on both individuals’ satisfaction and their intentions towards use
of system.
H5. Technical system quality positively affects user satisfaction.
H6. Technical system quality positively affects intention to use.
3.4. Content and information quality
The success dimension content and information quality repre-
sents the desirable characteristics of an IS’s output (Petter &
McLean, 2009). An example would be the information the system
and student can generate using the e-learning system. Thus, it
includes measures focusing on the quality of the information that
the system generates and its usefulness for the user. Information
quality is often seen as a key antecedent for user satisfaction
(Hassanzadeh et al., 2012; Kim et al., 2012; Roca et al., 2006;
Saba, 2013; Wang & Chiu, 2011), and for intention to use e-learning
system (Cheng, 2012; Ramayah et al., 2010; Wang & Chiu, 2011). In
this study, therefore, content and information quality is assumed
to have a positive impact on both individuals’ satisfaction and their
intentions to use.
H7. Content and information quality positively affects user
satisfaction.
H8. Content and information quality positively affects intention to
use.
3.5. Perceived ease of use
Perceived ease of use is defined as the degree to which a person
believes that using a particular system would be free of effort
(Davis, 1989), which is an imminent acceptance driver of new
technology-based applications (Venkatesh, 2000). The effect of
perceived ease of use on intention towards use of e-learning is
revealed in some past studies (e.g., Chen and Tseng, 2012; Chow,
Herold, Choo, & Chan, 2012; Islam, 2013; Li et al., 2012; Liu
et al., 2010; Sumak et al., 2011). As a result, the greater the per-
ceived ease of use of e-learning system, the more positive is the
intention towards its usage; thus greater the likelihood that it will
be used. Moreover, perceived ease of use is assumed to have an
indirect effect on intention to use through perceived usefulness
in e-learning context as well (Chen and Tseng, 2012). Therefore,
perceived ease of use is further expected to have an indirect effect
on users’ intentions via perceived usefulness.
H9. Perceived ease of use positively affects intention to use.
H10. Perceived ease of use positively affects perceived usefulness.
3.6. Perceived usefulness
Perceived usefulness is a key determinant of intention, which
encourages 21st century IS users to adopt more innovative and
user-friendly technologies that give them greater freedom
(Pikkarainen, Pikkarainen, and Karjaluoto, 2004). In fact, an
individual’s willingness to use a specific IS for their activities
depends on their perception of its use (Hanafizadeh, Behboudi,
Khoshksaray, & Shirkhani Tabar, 2014). Perceived usefulness has
been found to have a significant positive effect on usage intention
364 H. Mohammadi / Computers in Human Behavior 45 (2015) 359–374

Table 1
Definitions of dimensions.

Construct Definition Source

Educational quality A conductive learning environment in terms of collaborative learning Kim et al. (2012), Hassanzadeh et al.
(2012)
Service quality The quality of the support that users receive from IS system Petter et al. (2008)
Technical system The desirable characteristics and features of IS system Petter et al. (2008)
quality
Information quality The desirable characteristics and features of the output Petter et al. (2008)
Perceived ease The degree to which a person believes that using a particular system would enhance his or her job Davis (1989)
usefulness performance
Perceived ease of use The degree to which a person believes that using a particular system would be free of effort Davis (1989)
Satisfaction The extent to which user believe that their needs, goals, and desires have been fully met Sanchez-Franco (2009)
Intention to use Key likelihood that an individual will use a technology Schierz, Schilke, and Wirtz (2010)

H12. Satisfaction positively affects intention to use.

Educational
Quality H13. Satisfaction positively affects actual use.
H1
H2
Service
quality H3 3.8. Intention to use
H4 Satisfaction

Technical H5 H13 Intention, which is the main dependent variable identified in

system quality
H6 Actual use the studies conducted based on the TAM, is defined as the likeli-
H12
hood that an individual will use an IS. Intention plays a critical role
Content and H7
information quality H14 in the actual use of a new technology (Davis, 1989). Intention to
H8 Intention to use can also be considered as an attitude (DeLone & McLean,
use 2003). In the acceptance domain, some researchers have studied
Perceived ease
of use H9 the relationship between intention and actual use in e-learning
H10
context (e. g., Alkhalaf, Drew, AlGhamdi, & Alfarraj, 2012; Chow
H11 et al., 2012; Hassanzadeh et al., 2012). Petter et al. (2008) note that
Perceived
usefulness to refrain more complexity, IS success model did not distinct
between intention to use and system use in their updated model,
but intention to use is generally an individual level construct.
Fig. 1. Research model.
Venkatesh, Morris, Davis, and Davis (2003) confirms the positive
towards use of e-learning services (Chen and Tseng, 2012; Cheng, relationship between intention to use and actual use. Thus, in the
Wang, Moormann, Olaniran, & Cheng, 2012; Chow et al., 2012; context of this study, intention to use assumed to have a positive
Islam, 2012, 2013; Li et al., 2012; Liu et al., 2010; Sumak et al., impact on actual use. Table 1 lists the dimensions’ and definitions;
2011). As a consequence, the greater the perceived usefulness of Fig. 1 shows the conceptual model.
e-learning system, the more positive is the intention towards its
usage; thus greater the likelihood that it will be used. H14. Intention to use positively affects actual use.

H11. Perceived usefulness positively affects intention to use.

4. Instrument development

3.7. Satisfaction
Rather than to sell, to supply, or to serve, the main objective of
every business is to satisfy the needs and meet the satisfaction of
its users (Docimini and Palumbo, 2013). Satisfaction is defined as
the individuals’ perceptions of the extent to which their needs,
goals, and desires have been fully met (Sanchez-Franco, 2009)
and refers to their overall view of IS (Wang & Wang, 2009). It
sounds better to note that user satisfaction refers to the extent to
which users are pleased with IS and support services (Petter
et al., 2008). The updated IS success model assumes that system
use precedes user satisfaction which leads to an increased satisfac-
tion which sequentially results in a higher intention to use (Petter
et al., 2008). Satisfaction has been found to have a significant posi-
tive effect on intention towards use of e-learning services in some
studies (Chang, 2013; Hassanzadeh et al., 2012; Islam, 2012; Petter
et al., 2008; Roca et al., 2006; Udo et al., 2011). Satisfaction has
been found to have a significant positive effect on actual use as
well. Hassanzadeh et al. (2012) in their study uncovered the posi-
tive effect of satisfaction on actual use of e-learning system. There-
fore, in the context of this study, satisfaction assumed to have a
positive impact on both intention to use and actual use.
The final structured instrument was used to collect data using a
seven-point Likert scale: perceived usefulness and perceived ease
of use were adopted from Kim and Mirusmonov (2010), intention
to use from Lin (2011), system, service, and information quality,
and satisfaction from DeLone and McLean (2003), and educational
quality along with actual use from Hassanzadeh et al. (2012).
To ensure the validity of the instrument, the first Confirmatory
Factor Analysis (FCFA) was taken. Studying the interior structure of
a collection of indices and validity measures, this approach sought
to evaluate factor loadings and relationships between a collection
of indices and their corresponding factors. As seen in Table 2, in
the FCFA of sample group (20% of total), except for four indices,
almost all indices received the standardized factor loadings larger
than the recommended value (0.4); thus, having excluded the inva-
lid indices, the model was tested with other selected indices so
that the instrument to be valid.
4.1. Data collection
The research aimed to understand the e-learning satisfaction
and intention towards actual use of e-learning in Tehran early
2014. This period was marked by recent developments in Iran
 H. Mohammadi / Computers in Human Behavior 45 (2015) 359–374 365

Table 2
The research instrument.

Construct Question Source Factor

loading
Educational quality E-learning assures the presents of students Chang and Chen (2009) 0.77
E-learning provides collaborative learning Hassanzadeh et al. (2012) 0.71
E-learning provides required facilities such as chat and forum Lee (2010) 0.69
E-learning provides possibility of communicating with other Lee (2010) 0.66
students
E-learning provides possibility of learning evaluation Hassanzadeh et al. (2012) 0.32
E-learning is appropriate with my learning style Vernadakis, Antoniou, Giannousi, Zetou, and 0.63
Kioumourtzoglou (2011)
Service quality E-learning provides a proper online assistance and Wang and Wang (2009) 0.78
explanation
E-learning department staff responds in a cooperative manner Au, Ngai, and Cheng (2008) 0.81
E-learning provides me with the opportunity of reflecting Andrade and Bunker (2009) 0.73
views
E-learning provides me with courses management Au et al. (2008) 0.66
Technical system E-learning is aesthetically satisfying Ho and Dzeng (2010) 0.54
quality E-learning optimizes response time DeLone and McLean (2003) 0.76
E-learning is user friendly Ozkan and Koseler (2009) 0.63
E-learning provides interactive features between users and Ozkan and Koseler (2009) 0.62
system
E-learning possesses structured design Ho and Dzeng (2010) 0.74
E-learning has flexible features Au et al. (2008) 0.66
E-learning has attractive features Wang, Wang, and Shee (2007) 0.83
E-learning is reliable Ozkan and Koseler (2009) 0.71
E-learning is secure Ozkan and Koseler (2009) 0.67
Information quality E-learning provides information that is relevant to my needs Au et al. (2008) 0.82
E-learning provides comprehensive information Ho and Dzeng (2010) 0.64
E-learning provides information that is exactly what I want Wang and Wang (2009) 0.72
E-learning provides me with organized content and Ozkan and Koseler (2009) 0.60
information
E-learning provides up to date content and information Wang and Liao (2008) 0.65
E-learning provides required content and information Wang et al. (2007) 0.57
Perceived ease of use E-learning is easy to use Wang and Liao (2008) 0.64
E-learning is easy to learn DeLone and McLean (2003) 0.69
E-learning is easy to access DeLone and McLean (2003) 0.34
E-learning is easy to understand DeLone and McLean (2003) 0.49
E-learning is convenient DeLone and McLean (2003) 0.74
Perceived usefulness E-learning helps to save time DeLone and McLean (2003) 0.64
E-learning helps to save cost Ho and Dzeng (2010) 0.48
E-learning helps me to be self-reliable Chiu and Wang (2008) 0.64
E-learning helps to improve my knowledge Hassanzadeh et al. (2012) 0.69
E-learning helps to improve my performance Hassanzadeh et al. (2012) 0.73
E-learning is effective DeLone and McLean (2003) 0.76
E-learning is efficient DeLone and McLean (2003) 0.64
Satisfaction E-learning is enjoyable DeLone and McLean (2003) 0.75
I am pleased enough with e-learning system Lee (2010) 0.64
E-learning satisfies my educational needs Lee, Yoon, and Lee (2009) 0.63
I am satisfied with performance of system Wu et al. (2010) 0.37
E-learning is pleasant to me Lee (2010) 0.57
E-learning give me self-confidence DeLone and McLean (2003) 0.59
Intention to use I tend to use e-learning system Lin (2007) 0.54
I believe that use of e-learning is available Lin (2007) 0.31
I am likely to use e-learning system in the near future Lin (2011) 0.66
Actual use I use e-learning on daily basis DeLone and McLean (2003) 0.57
I use e-learning frequently DeLone and McLean (2003) 0.56
I visit e-learning often DeLone and McLean (2003) 0.49

which push researchers and educators to take a pedagogical view
towards developing educational applications to promote teaching
and learning; hence, this study offers an appropriate window for
studying variations in educator’s intention. The sample is taken
from the students of four public universities of Tehran including
Elm-o-Sanat, Amir Kabir, Shahid Beheshti, and Tehran universities.
The final questionnaire was arrived at after examining theoretical
literature and studies undertaken by previous researchers based
on which indices were selected (Table 2).
The research used stratified sampling – since it was concerned
with different attributes of research population. The research
model uses a cross-sectional survey. In fact, the research model
is investigated based on views expressed by the respondents at
one point of time. This approach, as one of the common
approaches, was taken due to theoretical and survey limitations.
In the Cochran formula for finite population, with Z a2 value of about
1.96, e value less than 0.1 of about 0.099 and q value of about 0.5,
each university was calculated at a minimum of 81. Students had
to confirm they are users of e-learning system before the question-
naire was released to them. A total of 420 students were selected.
Next, participants were intercepted in randomly chosen faculties
where questionnaires were physically administered to them. There
were a total of 105 questionnaires for each university in three main
faculties, out of which 390 were gathered. This research is practical
366 H. Mohammadi / Computers in Human Behavior 45 (2015) 359–374

Table 3
Sample selection.

University Students (N) in each university n for each university Frequency of sample/population Percentage (%)
Elm-o-Sanat 500 81 97/105 24.6
Shahid Beheshti 550 81 98/105 25.6
Amir Kabir 580 81 97/105 24.6
Tehran 500 81 98/105 25.1
Total 42,200 324 390/420 100

Minor, 2005). Convergent validity measures whether items can

Table 4
The demographic characteristics of the sample. effectively reflect their corresponding factors, while discriminant
validity measures whether two factors are statistically different
Frequency Percentage
from each other (Anderson and Gerbing, 1988). Following the
Gender two-step approach proposed by Anderson and Gerbing (1988),
Female 192 49.2
we first examined the measurement model to test its reliability
Male 198 51.8
Total 390 100.0
and validity. Then we examined the structural model to test the
model fitness and the relationships between variables.
Age
20 48 12.3
Table 5 lists Average Variance Extracted (AVE), Composite Reli-
20–30 342 87.7 ability (CR), R square (R2), Communality, and Cronbach alpha val-
Total 390 100.0 ues, and standardized factor loadings. As seen in Table 5, almost
Education all factor loadings are larger than 0.4, while t-values (shown in
BA 110 28.2 Fig. 3) indicate that all of them are significant at 0.05. All AVEs
MA 280 71.8 exceed 0.5, all CRs (the degree to which items are free from ran-
Total 390 100.0
dom error and therefore render consistent results) exceed 0.7,
and all communalities exceed 0.7 showing minimally accepted
in nature and the goal was to conduct it from an extensive perspec- construct reliability (Gefen, Straub, & Boudreau, 2000). Thus, the
tive; it was thus, exploratory and descriptive in approach. Alpha scale has a good convergent validity. In addition, all alpha values
Cronbach for the questionnaire emerged to be 0.839. are larger than 0.7, showing good reliability (Nunnally, 1978).
2 On the other hand, intention – with an R2 of about 0.63 is pro-
N  z a2  p  q
n¼ 2 ven to be well predicted by its predictors and the remaining 0.36 is
e2  ðN  1Þ þ z a2  p  q the prediction error. Besides, satisfaction, with an R2 of about 0.22
is partially forecasted by its predictor, and the remainder 0.77 is
the prediction error. Therefore, users’ intention is proved to be a
Formula 1. Cochran formula for finite population. strong predictor of their actual use of e-learning. At last, actual
use – with an R2 of about 0.73 is proven to be well predicted by
its predictors which are users’ intentions and satisfaction. More-
5. Data analyses over, the indices used for ‘‘satisfaction’’, ‘‘intention’’, and ‘‘actual
use’’ gained larger factor loadings than the recommended values
5.1. Response rate and representatives which underlines their careful selection.
To examine the discriminant validity, the squared roots of the
Table 3 summarizes the response rate. Three hundred and AVEs are compared with the factor correlation coefficients. As
ninety out of four hundred twenty questionnaires were collected listed in Table 6, for each factor, the square root of AVE is larger
with valid data. The discard rate was low. than its correlation coefficient with other factors, showing good
The total population of Iranian students by sex and age group discriminant validity (Gefen et al., 2000). In the second step, we
was obtained from Iran Center of Census and Statistics. This was employed structural equations modeling by LISREL 8.80 to esti-
compared to the gender and age distribution of the sample in order mate the structural model.
to test its’ representativeness. In terms of gender, the distribution
of the sample was 51.8% male and 49.2% female. According to 5.3. Path coefficient
the Technology and Science Minister’s latest report, by end of
2013, the male to female population of student ratio in Iran was As listed in Table 7, among the factors influencing satisfaction,
47% and 53%; thus the sample appeared to be representative in information quality (c = 0.29, p < 0.01) and technical system qual-
terms of gender distribution. Having analyzed the demographic ity (c = 0.29, p < 0.01) showed the greatest effects, educational
characteristics of e-learning students, it was concluded that most quality (c = 0.27, p < 0.01) and service quality (c = 0.24, p < 0.01)
of them (87.7%) were in the age group of 20–30 years followed had significant paths as well. Among the factors influencing inten-
by those in the age group of 20-years (12.3%). The population of tion to use, technical system quality (c = 0.23, p < 0.01), and service
Iranian e-learning students shared a similar age distribution of quality (c = 0.17, p < 0.01), information quality (c = 0.13, p < 0.01)
78% and 22% respectively. This indicates that the sample is repre- had respectively significant positive paths. However, educational
sentative of the Iranian e-learning population. In addition, MA stu- quality (c = 0.03) showed no significant effect in this regard. Per-
dents (71.8%) dominated other groups. Table 4 presents the ceived usefulness (b = 0.52, p < 0.001) had significant positive path
demographic characteristics of the sample. towards intention, while perceived ease of use (c = 0.07) showed
no significant effect on the intention to use. Furthermore, per-
5.2. Exploratory and confirmatory analysis ceived ease of use (c = 0.16, p < 0.001) had a significant effect on
perceived usefulness. Satisfaction (b = 0.52, p < 0.001) also
To perform an exploratory analysis, convergent and discrimi- appeared to have a significant positive path towards intention to
nant validities and scale reliability are considered (Fraering and use. Finally, satisfaction (b = 0.18, p < 0.001) and intention to use
 H. Mohammadi / Computers in Human Behavior 45 (2015) 359–374 367

Table 5
Main statistics.

Factor Item Standardized loading AVE CR R square Communality Alpha

Actual use Act1 0.73 0.8354 0.8775 0.7373 0.8354 0.8655
Act2 0.70
Act3 0.69
Ease of use Eas1 0.86 0.7813 0.8674 0.7813 0.8551
Eas2 0.81
Eas3 0.88
Eas4 0.85
Educational quality Edu1 0.80 0.7623 0.8691 0.7623 0.8605
Edu2 0.79
Edu3 0.73
Edu4 0.75
Edu5 0.70
Information quality Inf1 0.85 0.7669 0.8750 0.7669 0.8692
Inf2 0.72
Inf3 0.83
Inf4 0.73
Inf5 0.80
Inf6 0.84
Intention to use Int1 0.78 0.8605 0.8799 0.6312 0.8605 0.8589
Int2 0.77
Satisfaction Sat1 0.86 0.7578 0.8779 0.2228 0.7578 0.8586
Sat2 0.82
Sat3 0.80
Sat4 0.76
Sat5 0.79
Service quality Ser1 0.88 0.7705 0.8641 0.7705 0.8501
Ser2 0.85
Ser3 0.82
Ser4 0.88
System quality Sys1 0.82 0.7735 0.8842 0.7735 0.8819
Sys2 0.83
Sys3 0.80
Sys4 0.72
Sys5 0.85
Sys6 0.74
Sys7 0.82
Sys8 0.84
Sys9 0.77
Perceived usefulness Per1 0.75 0.7616 0.8739 0.0230 0.7616 0.8679
Per2 0.82
Per3 0.81
Per4 0.88
Per5 0.83
Per6 0.89
Per7 0.87

Table 6
The square root of AVE (italic at diagonal) and correlation coefficients.

ACT EAS EDU INF INT SAT SER SYS USE

ACT 0.9140
EAS 0.2809 0.8839
EDU 0.0875 0.6039 0.8730
INF 0.5938 0.2927 0.2311 0.8757
INT 0.8859 0.1829 0.0575 0.5221 0.9276
SAT 0.4216 0.0253 0.1569 0.2664 0.2237 0.8705
SER 0.5845 0.1296 0.1054 0.6000 0.5277 0.2208 0.8777
SYS 0.4418 0.0965 0.3416 0.4084 0.6015 0.0090 0.5352 0.8794
USE 0.1027 0.1518 0.1302 0.1302 0.1291 0.7979 0.1328 0.1283 0.8726

(b = 0.85, p < 0.001) both positively affected actual use of
e-learning. Therefore, all paths except H2 and H9 are supported.
Path coefficients and their significances are listed in Figs. 2 and 3.
5.4. Measurement of the model fitness
To ensure that the measurement model possesses a sufficiently
good model fit, the overall model fit is assessed in terms of seven
common measures: Normed v2- the ratio of v2 to the degree of
freedom, Goodness of Fit Index (GFI), Comparative Fit Index (CFI),
Normed Fit Index (NFI), Non-Normed Fit Index (NNFI), Incremental
Fit Index (IFI), and Root Mean Square Error of Approximation
(RMSEA). A model fit is usually considered strong when Normed
v2 is smaller than 3, GFI is larger than 0.8, CFI, NFI, NNFI, and IFI
are larger than 0.9, and RMSEA is around 0.06. Table 8 lists the
recommended and actual values of fit indices. The actual values
of all fit indices were better than the recommended values,
showing a superior fit.
368 H. Mohammadi / Computers in Human Behavior 45 (2015) 359–374

Table 7 If the indirect path gains a greater effect than that of direct one,
Path coefficients and significances. then indirect path would prove to be mediator – that is a direction
Question Path Path coefficient Supported or not which leads us to actual use faster. As showed in Table 10, to exam-
H1 Educational ? satisfaction 0.27**
Yes ine the mediating effect of perceived usefulness in the relationship
H2 Educational ? intention 0.03 No between ease of use and intention, both the direct and indirect
H3 Service ? satisfaction 0.24** Yes effects of perceived ease of use were tested. Given the insignifi-
H4 Service ? intention 0.17*** Yes cance of the path ease of use-intention (0.07), perceived ease of
H5 System ? satisfaction 0.29** Yes
H6 System ? intention 0.23*** Yes
use can only affect intention through usefulness (0.083); therefore,
H7 Information ? satisfaction 0.29** Yes the mediating role of usefulness (H10) is proven to be significant at
H8 Information ? intention 0.13** Yes the 0.05 significance level.
H9 Ease of use ? intention 0.07 No
H10 Ease of use ? usefulness 0.16* Yes
H11 Usefulness ? intention 0.1*** Yes 6. Discussion
H12 Satisfaction ? intention 0.52*** Yes
H13 Satisfaction ? actual use 0.52*** Yes In view of the fact that user satisfaction and intention to use
H14 Intention ? actual use 0.85*** Yes
both affect users’ actual use positively, it can be concluded that
*
Significance codes: 0.05. educational quality, service quality, technical system quality, and
**
Significance codes: 0.01. information quality – those with significant effects – positively
***
Significance codes: 0.001.
affects users’ actual use – all indirectly and through satisfaction
and intention. In fact, the e-learning system posses users’ relative
confidence about educational quality, service quality, technical
5.5. Path analysis system quality, and information quality; among which technical
system quality appears to have a greater positive effect than oth-
As seen in Fig. 4, the path to ease of use: usefulness–intention– ers. This confirms what Hassanzadeh et al. (2012) concluded in
actual use was tested via path analysis, in which the path was their study in which technical system quality was found to be
proved to be significant at q = 0.000. On the other hand, the path the strongest factor affecting users’ satisfaction of e-learning sys-
ease of use–intention did not prove to be significant at q = 0.000 tem in Iran. Alsabawy et al. (2013), Motaghian et al. (2013), Saba
which underlies the insignificant path coefficient derived from (2013), Tajuddin et al. (2013), Kim et al. (2012), and Islam
structural model. The ratio of path loading to standard error indi- (2012), in their studies into e-learning systems, found that system
cates that path loadings are greater than twice their standard quality positively affects user satisfaction as well, which corre-
errors showing convergent reliability; their variances also substan- sponds with the studies undertaken by Wang and Chiu (2011),
tiate the decision to use. The results of path analysis involving Rai et al. (2009), and Wu et al. (2008) in e-learning context.
regression coefficients and their significances are listed in Table 9. Islam (2012), Cheng (2012), Li et al. (2012), Ramayah et al.

Fig. 2. Standard coefficients.

 H. Mohammadi / Computers in Human Behavior 45 (2015) 359–374 369

Fig. 3. Significance values.

Table 8 (2010) and Wang and Chiu (2011) in their studies on e-learning
The values of fit indices. usage concluded that system quality had a positive effect on user
Fit indices x2/df (GFI) (IFI) (CFI) (NNFI) (NFI) (RMSEA)
intention towards use of system. In this study, information quality
is identified to be a followed significant factor affecting e-learning
Actual 2.90 0.85 0.90 0.90 0.92 0.92 0.05
satisfaction that corresponds with Saba (2013), Kim et al. (2012),
Recommended <3 >0.80 >0.90 >0.90 >0.90 >0.90 <0.06
Hassanzadeh et al. (2012), Wang and Chiu (2011), and Roca et al.
(2006) studies which uncovered a positive relationship between
information quality and satisfaction, and with Cheng (2012),
E1 Wang and Chiu (2011), and Ramayah et al. (2010) studies notifying
that there exist to be a positive path between information quality
and intention towards use of e-learning. In this study, service qual-
.32
E3 ity is found to be a significant factor driving e-learning satisfaction,
Usefulness
which is consistent with the studies undertaken by Xu et al. (2014),
.43 .16 .67 Poulova and Simonova, 2014, Tajuddin et al. (2013), Wang and
Chiu (2011), and Roca et al. (2006) who found service quality as
.27 Intention Actual use
.76 a significant contributor in increasing the users’ satisfaction
towards usage of e-learning system, and consistent with
Hassanzadeh et al. (2012), Cheng (2012), Li et al. (2012),
Ease of use .05
E2 Ramayah et al. (2010), and Wang and Chiu (2011) who discovered
service quality as a significant factor in determining users’ inten-
tions towards e-learning system use. Educational quality, in this
Fig. 4. Path analysis of research model. study is proven to be least significant factor on e-learning users’

Table 9
The outcome of path analysis.

Path Regression b Standard error T-value Sig Variance Supported

Ease of use ? usefulness 0.27 0.121 6.144 0.000 – Yes
Usefulness ? intention 0.43 0.154 8.326 0.000 0.32 Yes
Ease of use ? intention 0.05 0.109 1.043 0.840 – No
Intention ? actual use 0.76 0.179 9.759 0.000 0.16 Yes
Actual use 0.67
370 H. Mohammadi / Computers in Human Behavior 45 (2015) 359–374
Table 10
Direct and indirect effects of ease of use.
Variable Direct effect
H10 Ease of use Insignificant
Usefulness 0.52⁄⁄⁄
satisfactions towards actual use which corresponds with what Kim
et al. (2012) and Hassanzadeh et al. (2012) concluded in their stud-
ies that educational system quality influence on user satisfaction is
less than other quality features. Although, educational system
quality was found not to have a significant effect on users’ inten-
tion directly. The unsupported finding may be explained by man-
datory nature of the e-learning system for users which is
concurrent with what Saba (2013) and Livari (2005) concluded in
their studies testing IS success model in a mandatory city govern-
ment information system context.
Perceived usefulness is also found to have a strong effect on e-
learning usage intention which confirms the studies carried out by
Motaghian et al. (2013), Islam (2013, 2012), Chen and Tseng
(2012), Chow et al. (2012), Li et al. (2012), Cheng et al. (2012),
Sumak et al. (2011), Liu et al. (2010), and Hong (2008).
Although, the studies conducted by Islam (2013), Motaghian
et al. (2013), Chow et al. (2012), Chen and Tseng (2012), Li et al.
(2012), and Liu et al. (2010) found it to be a significant factor in this
relationship, Perceived ease of use is identified as an insignificant
factor in e-learning usage in the context of this study. Park, Nam,
and Cha (2011) in their study on university students’ behavioral
intention towards use of mobile learning, found that perceived
ease of use and perceived usefulness had no significant effects on
students’ intention towards use of mobile banking. Perceived ease
of use, although, is figured out to have significant indirect effect on
intention through perceived ease of use. This is concurrent with
the studies conducted by Chen and Tseng (2012) and Ong, Lai,
and Wang (2004). Sánchez, Hueros, and Ordaz (2013) concluded
that e-learning acceptance is influence directly by perceived use-
fulness and indirectly by perceived ease of use.
Perceived usefulness has a significant effect on users’ intentions
in comparison with perceived ease of use which has no direct sig-
nificant effect, and this underlines seriousness of usability in Irani-
ans’ e-learning usage. Perceived ease of use while indirectly
through perceived usefulness affects users’ intentions, directly
shows no significant effect on users’ intentions. In other words,
perceived usefulness do mediate the relationship between ease
of use and users’ intentions, and indirect path is the only path to
facilitate perceived ease of use towards intention. The studies car-
ried out by Zhang, Zhu, and Liu (2012), Schierz, Schilke, and Wirtz
(2010), Revels, Tojib, and Tsarenko (2010), Lee, Park, Chung, and
Blakeney (2012), and Kim and Mirusmonov (2010) in IS adoption,
proved perceived usefulness to have a mediating role. It sounds
better to say that for the IS department staff to improve users’
intentions, they need to hold their attention more on improving
system’s usefulness while investing on its ease of use, owing to sig-
nificant path coefficient of perceived usefulness, as it may acceler-
ate their will in evoking their users’ intentions.
User satisfaction and intention both have positive effects on e-
learning usage. Satisfaction was found to be a significant factor
towards intention in e-learning context in the studies conducted
by Chang (2013), Islam (2012), Hassanzadeh et al. (2012), Udo
et al. (2011), Petter et al. (2008), and Roca et al. (2006). Satisfaction
has been found to have a significant positive effect on actual use as
well. Hassanzadeh et al. (2012) in their study uncovered the posi-
tive effect of satisfaction on actual use of e-learning system. On the
other hand, user intention appeared to have a significant influence
on users’ actual use in the studies conducted by Chow et al. (2012),
Hassanzadeh et al. (2012), and Alkhalaf et al. (2012).
Indirect effect Total effect Supported or not
0.52 * 0.16 = 0.083 0.083 Yes
–
In the last decade, Iranian educational technologies have
improved to a high extent, but there is yet, significant scope for
advancement before it can truly place itself on the educational sys-
tem of the country. Given the context of Iran’s 20-year technolog-
ical advancement plan which aims for the country to reach the first
technological and educational level of the region and outperform
its neighbors by 2025, this research was intended to provide a
clearer picture of users’ behavioral patterns in using e-learning sys-
tem based on an integrated model of IS success model and TAM
and thereby highlighting some of the weak points. Final results
comprise invaluable conclusions for IS department staff to better
move in the direction of Iran’s 20-year outlook documentation
and recommends them to focus their attention on system capabil-
ities such as educational quality, service quality, system quality,
and information quality along with perceived usefulness and
perceived ease of use which may act as a catalyst for them to retain
current users’ loyalty and attract potential users’ trusts.
7. Conclusion and recommendation
In this study, we examined an integrated model of IS success
model and TAM to investigate users’ perceptions about e-learning
system, and analyzed the quality features affecting users’ inten-
tions and satisfaction towards the use of e-learning along with
the effects of perceived usefulness and ease of use. In order to fur-
ther our understanding of the users’ behavioral patterns, we
included usefulness as a mediator in the relationship between ease
of use and intention. The outcomes provide invaluable information
on the users’ patterns of behavior.
This study differs from some past studies as follows. First, this
study attempts to implement an integrated model of IS success
model and TAM in the context of e-learning usage. Second, this
study, comparing to past studies in Iran such as Motaghian et al.
(2013), Hassanzadeh et al. (2012), and Darab and Montazer
(2011), tries to support a strong literature review of recent pub-
lished works in the field of e-learning. Third, unlike some studies
which examine the variables only and directly on intention to
use, this study investigates the effects of variables on actual use
through intention as well. Hence, the current study is expected
to provide different outcomes and enlighten invaluable informa-
tion on the users’ behavioral patterns.
The results of our study, carried out in four public universities of
Tehran, revealed that system quality had the greatest positive
impact on user satisfaction and intention to use e-learning. Hence,
providing an application which is aesthetically satisfying, user-
friendly, structurally designed, flexible, environmentally attractive,
reliable, and secure which optimizes response time and provides
interactive features are recommended. Appropriate arrangement
of time and application environment, possibility of content print-
ing and transferring by the way of application without being
detached, possibility of controlling all aspects of the system while
working, the presence of a fixed available menu for users, support-
ing content and information with images, videos, and sounds,
evolving e-learning communication towards voice communication
and video conference, and expanding requisite IT infrastructure are
some alternatives in this regard. In sum, it should be designed in a
way that evokes students’ interests.
Designing educational content and information should address
aesthetic criterions, readability and legibility, and facilitated
 H. Mohammadi / Computers in Human Behavior 45 (2015) 359–374
learning. Some techniques about look and sense or the way
information and content is released which evoke users interests
are recommended such as grid system, rule of thirds, variation,
juxtaposition, and combination. Grid system constitutes employ-
ing vertical, horizontal, and curved lines such as table and round
shapes to interestingly release information in order to make a
reasonable relationship between information. Rule of thirds
constitutes paying attention to some focal areas of users and orga-
nizing information in a way that the most important content are
released when attract most attention. Variation constitutes creat-
ing various concepts which is to a large extent attractive. Juxtapo-
sition constitutes a content which is immediately supported with
images and videos which affects better to a just content. Combina-
tion is another way which constitutes intellectual change of words
into some relevant shapes to create visual effects in the users’
minds.
Designing a secure mechanism such as a system equipped with
unique attributes and highly secure passwords, fingerprints, voice
patterns, facial characteristics, and retinal patterns or biometrics
(and equipping the new devices with these patterns) for users to
enhance their confidence, instructing consumers about how safe-
guard their private information to prevent any misuse, providing
them with circulatory passwords and ability to change passwords
to enhance security in personal information appear to be essential
alternatives in this regard.
Furthermore, information quality was also identified as a key
factor that positively affected satisfaction and intention. Therefore,
providing information that is precise, comprehensive, up to date,
and required which is relevant to users’ needs and is pedagogically
organized are recommended. Sharing the database of e-learning
system with those of other universities to provide users with rich
and required information is also suggested.
Service quality showed considerable positive effects on satisfac-
tion and intention. Establishing a proper application with online
assistant and helpdesk which provides the opportunity of courses
management and reflection of ideas in a cooperative manner is rec-
ommended. Possibility of a cooperative learning approach to
involve everybody in an active learning, supplying the application
with a mechanism through with users are able to reflect their opin-
ions, making online instruction and education and availability of
public training courses for interested users and improving their
skills especially those who are relatively clumsy with applications
and digital devices, establishing an online experts team in the field
of software design to constantly check for up-to-date facilities,
organizing an internal network to supply users with preferred
online services, and to form R&D teams to evaluate other systems
to make use of competitive ideas to improve system’s capabilities
can be helpful in this regard.
Educational quality, although did not affect intention, showed a
positive effect on satisfaction. Thus, establishing a proper applica-
tion with required facilities for collaborative learning such as chat
and forum and providing the possibility of assuring the students’
presents and the opportunity of active simultaneous communica-
tion with other students are recommended. Establishing feedback
mechanism for application to make users sensitive to learning pro-
cess and help them to be more engaged in learning procedures,
organizing application with more collaborative facilities like online
debate, conferences, and chats, instructing teachers to adopt a dif-
ferent appropriate way of teaching compared to that of their ordin-
ary physical courses, training teachers to establish an intimate and
friendly environment which is felt comfortable so that users are
encouraged to interact actively with one another, establishing
training courses about new approaches to learning for traditional
experienced teachers to change their negative views of e-learning
pedagogical style and to adapt with it seem to help improving this
matter.
371
Although, e-learning is efficient, cost effective which expands
education to distant areas, it lacks social communication sense
and face to face instruction. Culturally speaking, verbal, spoken,
and face to face culture is more preferable in Iran but the culture
of e-learning system is to a large extent of a written one, and this
come to be a significant imperfection in implementing e-learning
system in Iran. On the other hand, lack of users’ and teachers’
awareness about the possibility of collaborative verbal and spoken
communication in e-learning system along with their presupposi-
tion of it as totally written is another reason to why students and
teachers are reluctant towards using these kinds of educational
technologies.
Critical thinking is a powerful technique which helps attention
catching through the process of learning which needs to be
addressed in e-learning process. Users with critical thinking are
more flexible, vigilant, curious, industrious in searching required
information and critical searching of facts, focused on educational
objectives, and ready to face complicated problems. Critical think-
ing helps users to focus more on educational development and
change in the level of their educational achievements. This is
incumbent upon teachers to push users in critical thinking and
problem solving. One way to address this is to provide application
with the possibility of collaborative communication among users.
It should be noted that information is not equal to knowledge,
and knowledge is the product of intellectual thinking, debate,
and creativity. E-learning does not facilitate knowledge acquiring
by itself, although it facilitates information acquiring. Therefore,
providing the environment of intellectual thinking, debate, and
creativity such as rendering interpretable, questionable, and criti-
cal information is of immense importance for in-depth learning.
Perceived ease of use showed only an indirect significant effect
on intention. Therefore, differentiating e-learning services in accor-
dance with individuals’ preferences by offering different methods
of doing learning affairs to cover wider area of preferences may
encourage some to prefer it. Perceived usefulness was identified
to have a positive effect on intention. Thus, making users aware
of any changes in the time of session by the way of e-mails and
social networks, possibility of recording each session and upload-
ing it in the database of the e-learning system for the absent users,
arrangement of physical meetings despite e-learning classes for
problem solving, possibility of courses personalized assessment
for each learner, redesigning the e-learning application to include
the possibility for connection to social network following a rapid
growth in internet and social network usage in Iran, addressing
the fact that limited interactions with other students is a reason
to the failure of e-learning courses are some essential alternatives
to deal with the usability of system.
Equipping the software with a strong ‘‘help’’ option to support
users with an accessible resolver, expanding e-learning services
to enhance users’ authority to better manage their personal
accounts, supplying wide coverage, high speed of data transferring,
and high network band width for users to prevent any likely sys-
tem detach while communicating, and presenting an online
instructional pack to both sides are some suggestions in this
regard. Thus, for users to continue using e-learning, it should be
designed and developed so as to deliver them higher value com-
pared to other forms of learning. Owing to the importance of users’
perceptions in this study, it is also recommended that IS depart-
ment establish a feedback mechanism for any system imperfec-
tions that users might experience.
Regarding the fact that internet network throughout the coun-
try lacks high speed and high network band width and its environ-
ment is not culturally corresponds with the context of our native
culture, it is recommended to establish an internal network to be
able to expand e-learning culture in universities while retaining
cultural and social context of the country.
372 H. Mohammadi / Computers in Human Behavior 45 (2015) 359–374
Instead of exclusive focus on system development, IS depart-
ment staff needs to pay more attention to factors that are impor-
tant from users’ perspectives, and consider the significance of
human and social factors. Hence, factors such as subjective norms,
lifestyle adaptability, perceived risk, and perceived joy which
relate to users’ role from an individual and social perspective are
of high consequence; therefore, IS experts must plan to fortify
them.
Users are recommended to equip high-tech cell-phones and
PDAs to better meet their needs in using e-learning services and
overcome technical and physical limitations of mobile phones.
Therefore, IS experts are recommended to identify and train indi-
viduals with potential capabilities in using information technolo-
gies and provide them with high value e-learning.
8. Limitation
The model is cross-sectional, which measures users’ percep-
tions and intentions at a single point in time. Further studies are
recommended to use longitudinal survey because individuals’ per-
ceptions and preferences are likely to change as they achieve more
experience over time.
The sample studied is limited to some limited universities, and
needs to cover larger populations with different income, education,
demographical, and psychological attributes and more representa-
tive sample, and improved the generalizability of the research
outcomes.
Since this paper studies only public universities, it can be con-
cluded that the results can be generalized only to public not pri-
vate universities. Private universities contain more students than
public ones in Iran and this should be taken into consideration in
future studies.
9. Recommendation for further studies
On account of the fact that different factors have different
effects on different cultures, every culture should adopt different
strategies in dealing with them. In western culture, for example,
perceived usefulness is more important while in eastern culture,
specifically in the context of developing countries, perceived ease
of use would emerge as more significant. Besides, eastern people
are more socially oriented than their counterparts in the West
which highlights the importance of social factors. Consequently,
subjective norms, perceived image, absorptive capacity, individual
mobility, and personal innovativeness need to receive more atten-
tion in eastern culture than in the west. Further studies are needed
to study the effect of culture.
On the other hand, extending the research to other technology-
based areas such as M-loyalty, E-organizational software adoption,
and E-readiness with a more comprehensive research sample
appear to heighten the current perception towards use of IT
applications.
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