Computers in Human Behavior 46 (2015) 139–148

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Computers in Human Behavior

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

Satisfaction and continuous use intention of e-learning service

in Brazilian public organizations
Fernando Antonio de Melo Pereira a,⇑, Anatália Saraiva Martins Ramos b, Maria Aparecida Gouvêa a,
Marconi Freitas da Costa a
a
Faculdade de Economia, Administração e Contabilidade da Universidade de São Paulo FEA/USP, Av. Prof. Luciano Gualberto, 908, Bl. C, FEA1, Cidade Universitária, São Paulo,
SP 05508-900, Brazil
b
Universidade Federal do Rio Grande do Norte - UFRN, Av. Sen. Salgado Filho, 3000, Lagoa Nova, Centro de Ciências Sociais Aplicadas, Anexo dos Professores, piso 3, sala 9, Natal, RN
59078-970, Brazil

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

Article history: The aim of this paper is to investigate the constructs of Technology Readiness Index (TRI) and the Decom-
Available online 28 January 2015 posed Expectancy Disconfirmation Theory (DEDT) as determinants of satisfaction and continuous use
intention in e-learning services applied in public organizations. The research was conducted by online
Keywords: survey in a sample of 343 employees of two public organizations in Brazil who have had e-learning
E-learning experience. The results showed that quality, quality disconfirmation, value and value disconfirmation
Technology Readiness Index positively impact on satisfaction, as well as disconfirmation usability, innovativeness and optimism. Like-
Expectancy Disconfirmation Theory
wise, satisfaction proved to be decisive for the purpose of continuous use intention. In addition, techno-
Satisfaction
Continuance intention
logical readiness and performance are strongly related. The main contribution of this study is the delivery
of an assessment tool for performance oriented to training courses at distance and applied in public
organizations.
Ó 2015 Elsevier Ltd. All rights reserved.

1. Introduction
The expansion of the Internet has contributed in popularizing
various virtual platforms implemented in electronic services. One
such these services, is e-learning. Kaplan and Leiserson (2012)
introduce the concept of e-learning used by American Society for
Training and Development’s as a broad set of applications and pro-
cesses, such as web based learning, using virtual learning environ-
ments (VLE). This definition is shared by others authors who
research the topic (Derouin, Fritzsche, & Salas, 2004; Klering &
Schroeder, 2011; Nicholson, 2007).
The e-learning finds applications in several areas, including dis-
tance education for primary and higher education, corporate train-
ing and training for government employees. Several models have
been shown to be able to measure the satisfaction and continuous
use intention of e-learning services. These aspects are essentials to
determine the success of e-learning (Bolliger & Martindale, 2004;
Chiu, Hsu, Sun, Lin, & Sun, 2005; Duque & Weeks, 2010;
⇑ Corresponding author. Tel.: +55 11948435185/8499545953.
E-mail addresses: fernandopcmm@gmail.com, fernandopcmm@usp.br
(F.A.M. Pereira), anataliaramos@gmail.com (A.S.M. Ramos), magouvea@usp.br
(M.A. Gouvêa), marconi_costa@hotmail.com (M.F. da Costa).
Harfoushi & Obiedat, 2011; Lankton & McKnight, 2006; Liao,
Chuang, Yu, Lai, & Hong, 2011).
However, few studies focus on the evaluation of online training
for employees of public organizations (Erdogmus & Esen, 2011;
Gelderman, Ghijsen, & Diemen, 2011; Hess, 2012; Langford &
Seaborne, 2008; Lin & Hsieh, 2007; Rhee, Verma, Plaschka, &
Kickul, 2007). Under Brazilian studies, the pattern is repeated,
and there are few studies using this approach (Klering &
Schroeder, 2011; Riss & Grohmann, 2011).
In Brazil, the increasing of distance courses has shown to be sig-
nificant since the year 2000. From 2000 to 2009, the number of dis-
tance courses rose from 13 to 844. It is estimated that there is
involvement of more than three million users (Abraead, 2008).
One of the causes for this increase was the institutionalization of
the National Policy on Staff Development, established by Decree
5707 to February 23, 2006 (Brasília, 2006), which emphasizes dis-
tance learning with the use of VLEs for government employees.
Among the theoretical models that assess the users’ perspective
on distance learning courses, two of them have the potential to be
applied in public organizations. One is the Technology Readiness
Index (TRI), developed by Parasuraman (2000) and, the Decom-
posed Expectancy Disconfirmation Theory (DEDT), developed by
Chiu et al. (2005). TRI consists of a tool that checks pre-disposition

http://dx.doi.org/10.1016/j.chb.2015.01.016
0747-5632/Ó 2015 Elsevier Ltd. All rights reserved.
140 F.A.M. Pereira et al. / Computers in Human Behavior 46 (2015) 139–148
to use certain technology (Parasuraman, 2000; Ling & Moi, 2007;
Erdogmus & Esen, 2011; Lai, 2008; Summak, Baglibel, &
Samancioglu, 2010). The DEDT assesses the expectations and per-
formance, in context of e-learning, being created specifically for
this technology (Chiu, Wang, Shih, & Fan, 2011; Chiu et al., 2005;
Kim, Trimi, Park, & Rhee, 2012; Liao et al., 2011). Such models
allow the user to assess their own performance in the use of VLE,
and encourage public employees to use technological tools of stra-
tegic potential, contributing to increased productivity and modern-
ization of public organizations (Langford & Seaborne, 2008; Pereira,
Ramos, Andrade, & Oliveira, 2011; Pereira, Ramos, & Chagas, 2011;
Saha, Nath, & Sangari, 2010).
The objective of the research is to identify factors that influence
satisfaction and continuous use intention of e-learning services.
Additionally, a theoretical model through structural equation mod-
eling that measures satisfaction and continuous use intention of e-
learning services in Brazil will be validated. The theoretical model
that will support this research uses TRI and DEDT together, being
unprecedented in the literature. The main hypothesis of the study
is that there are significant relationships between performance in
e-learning course and satisfaction with it and between satisfaction
and continuous use intention of this kind of service.
The presence of e-learning in public organizations is important
to show the need for continued development of employees, dis-
semination and management of training activities, rationalization
and effectiveness of spending on training, adequacy of skills of
employees to goals of institutions and improvement in services
for citizens (Brasília, 2006; Saha et al., 2010). Through the use of
theoretical model such as TRI and DEDT it is possible to verify if
the users take advantage of the potential technological and the
actual performance in the courses offered, increasing productivity
and reducing public spending.
2. Literature review
This topic addresses the theories that underpin research model
and hypothesis: the TRI and DEDT. Considerations about the pres-
ence of e-learning in Brazilian public organizations are also made.
2.1. Technology Readiness Index (TRI)
Developed by Parasuraman (2000), TRI serves as an instrument
to measure consumer technology readiness, therefore, is the provi-
sion that the consumer has to use certain technology (Hu, Kuo, &
Lin, 2010; Richey & Autry, 2009). This theory was developed in
order to verify the behavior of consumers facing technology-based
services (Summak et al., 2010). However, the TRI was being applied
in different organizational contexts, such as in public organizations
and technology services in education (Rhee et al., 2007).
The original scale developed by Parasuraman (2000) consists of
36 items, divided into four constructs. In the context of e-learning,
TRI has been gaining ground, especially by its scope, have con-
structs that seek to understand possible resistance to the use of
technologies by different classes of users (Ismail, Azizan, &
Azman, 2011; Rhee et al., 2007). In Table 1 some studies that apply
the TRI in the context of e-learning are summarized.
2.2. Decomposed Expectancy Disconfirmation Theory (DEDT)
The DEDT was conceived from the Expectancy Disconfirmation
Theory (EDT), (Oliver, 1980). The EDT was originally developed
from models of cognitive perceptions of consumers before pur-
chase and consequences of initial perceptions influencing the reuse
or disuse of the product or service. It is a model of consumer
behavior where customer satisfaction is co-determined by the
expectation disconfirmation (Liao et al., 2011; Roca, Chiu, &
Martínez, 2006). In the model adapted to e-learning services, titled
DEDT (Chiu et al., 2005), disconfirmation can influence the imme-
diate satisfaction of the user. The disconfirmation is the degree to
which performance meets or not the individual expectations (Liao,
Chen, & Yen, 2007; Oliver & Swan, 1989).
A series of previous studies confirms the predictive ability of
EDT in the context of continuance intention in technology-based
services (Chou, Min, Chang, & Lin, 2010; Liao et al., 2011; Chou,
Lin, Chung, & Tsai, 2012). Noteworthy is the use of EDT in the con-
text of user loyalty, in relation to online tourism services (Serenko
& Stach, 2009), evaluation of benefits brought by an integrated
management model (Estevez, 2005), user satisfaction in online
bank services (Bhattacherjee, 2001a), consumer satisfaction in e-
commerce channel (Devaraj, Fan, & Kohli, 2002), among others.
The individual’s satisfaction with the product or service is the con-
dition for repurchase. This in turn, is related to the degree of the
expectations that the individual has, at the beginning of the
consumption process. Thus, the expectation is configured as an
additional determinant of satisfaction (Bhattacherjee, 2001a;
Paechter, Maier, & Macher, 2010). Table 2 presents studies on this
topic with applications in e-learning.
2.3. E-learning in public organizations
Access to web-based learning has become a key factor in retain-
ing quality to public sector employees (Langford & Seaborne,
2008). The e-learning when inserted in public organizations con-
tributes to be a vehicle to meet organizational objectives, to
encourage the use of new technologies and to improve the service
provided to citizens (Langford & Seaborne, 2008; Saha et al., 2010).
The TRI has been used as a measure of scale of technological
readiness, including studies about e-learning (Lai, 2008; Ling &
Moi, 2007; Rhee et al., 2007; Summak et al., 2010). Studies in Bra-
zilian public organizations such has contributed to enlarge the TRI
applications in the context of e-learning. Likewise, the model EDT
has demonstrated efficacy in evaluating systems on the internet
and consequently in VLEs (Chiu et al., 2005, 2011). The EDT model
also demonstrates utility when applied to public organizations
under the perception of citizens about government performance
(Gregg, 2006; Oliver, 2009).
Several researches and proposals adapted for new models pre-
sented an approach that related the constructs or combined tested
models, as in the study to Erdogmus and Esen (2011), joining Tech-
nology Acceptance Model (TAM) and TRI, Roca et al. (2006) and Lin
(2011), using EDT and TAM, Liao et al. (2007), using EDT and The-
ory of Planned Behavior (TPB), among others. However, EDT and
TRI have no applications together in the context of e-learning in
public organizations.
As causes of the lack of studies using the fusion of TRI and DEDT,
the main one is the focus on the adoption and acceptance of e-
learning, being more appropriate when applied to education
(Akbar, 2013; Alwahaishi & Snášel, 2013; Kocaleva, Stojanovic, &
Zdravev, 2014; Marques, Villate, & Carvalho, 2011). Theoretical
models such as TAM, UTAUT and IDT focuses on acceptance/rejec-
tion of new technologies (Hsu, 2012; Oye, Iahad, & Nor, 2012; Tan,
2013). The focus of this study is the satisfaction and continuous use
intention, from antecedents linked to the use of VLE. The scarcity of
e-learning services evaluation that is focused on satisfaction and
continuous use intention is also due to lack of applications in pub-
lic organizations. Other difficulties in adapting TRI and DEDT
together consists of the increased complexity of the model to be
tested, requiring the use of statistical methods for validating scale,
specification research and the use of 2nd order factors (Kline, 2005;
Maroco, 2010).
 F.A.M. Pereira et al. / Computers in Human Behavior 46 (2015) 139–148 141

Table 1
Synthesis of e-learning studies that approach the TRI.

Author (s) Type Techniques Constructs

Summak et al. (2010) Replication Test t and ANOVA Optimism, innovativeness, discomfort and insecurity
Erdogmus and Esen (2011) Adaptation Exploratory factor analysis Optimism, innovativeness, discomfort, insecurity, usability and usefulness
Rhee et al. (2007) Replication Exploratory factor analysis Optimism, innovativeness, discomfort and insecurity
Hu et al. (2010) Adaptation Confirmatory factor analysis and Optimism, innovativeness, discomfort, insecurity, quality and competence
structural equation modeling
Lai (2008) Replication Test t and ANOVA Optimism, innovativeness, discomfort and insecurity
Ling and Moi (2007) Replication Kruskal–Wallis Optimism, innovativeness, discomfort and insecurity

Table 2
Synthesis of e-learning studies that approach the DEDT.

Author (s) Type Techniques Constructs

Chiu et al. (2011) Adaptation Confirmatory factor analysis and structural equation modeling Social interaction, quality, value, self-efficacy
Lin (2011) Adaptation Confirmatory factor analysis and structural equation modeling Usability, usability disconfirmation and attitude
Hung and Cho (2008) Adaptation Exploratory factor analysis and multiple linear regression Usability, quality, self-efficacy, compatibility and
perceived performance
Chou et al. (2012) Adaptation Structural equation modeling Identidade Percebida e Performance Esperada
Liao et al. (2007) Adaptation Confirmatory factor analysis and structural equation modeling Usability, usability disconfirmation, attitude and
subjective norms
Chou et al. (2010) Replication Multiple linear regression Quality, usability and value
Cheung and Lee (2011) Replication Structural equation modeling Quality, VLE technical attributes
Lee (2010) Adaptation Exploratory factor analysis, ANOVA and Structural equation modeling Quality, usability, usefulness and subjective norms
Paechter et al. (2010) Adaptation Multiple linear regression Behavioral intentions and quality
Roca et al. (2006) Adaptation Confirmatory factor analysis Quality, usability, usefulness and attitude
Chiu et al. (2005) New model Confirmatory factor analysis and Structural equation modeling Quality, quality disconfirmation, Usability, usability
disconfirmation, value, value disconfirmation

E-learning services in public organizations demonstrate unique
features compared to other organizations, the focus is not in the
adoption or acceptance of a particular technology, but on user sat-
isfaction as a result of high performance and the employee’s will-
ingness to use technology. The DEDT being a model designed
specifically for e-learning, enables higher level of understanding
of the performance, by investigating their symptoms. The perfor-
mance justifies the use of public expenditures for completion of
the course. The TRI has great applicability in evaluating new tech-
nologies in public, to include in its scope constructs reverse order.
Resistance to changes in the public sector tends to be higher due to
greater stability of staff in the office, creating barriers in the use of
new technologies. Another reason is that the courses offered are
free participation, therefore, readiness is the key for the user to
have desire to take the courses.
2.4. Hypotheses and research model
The hypotheses selected for the composition of the components
of the survey were based on Oliver (1980), Parasuraman (2000),
Bhattacherjee (2001b), Chiu et al. (2005), Erdogmus and Esen
(2011), among others. The constructs that are part of the model
DEDT are evaluated from two post-usage factors called perceived
performance and expectancy disconfirmation. According to EDT,
disconfirmation is determined by the combination of the expecta-
tion and perceived performance (Chiu et al., 2005; Oliver, 1980).
The expectations could be positively disconfirmed, when perceived
performance exceeds expectations. As from the disconfirmatory
level, the users form a feeling of satisfaction or dissatisfaction. Sev-
eral studies have indicated that the disconfirmatory constructs
have significant effects attributed to satisfaction (Bhattacherjee,
2001b; Terzis, Moridis, & Economides, 2013).
The constructs that make up the TRI, act as drivers of technolog-
ical readiness in relation to use of e-learning services. Two of them
have positive relationship with satisfaction: optimism and innova-
tiveness, and two others are inversely related to the satisfaction:
discomfort and insecurity.
H1: Optimism is positively associated with user’s technology
readiness.
H2: Innovativeness is positively associated with user’s technol-
ogy readiness.
H3: Discomfort is negatively associated with user’s technology
readiness.
H4: Insecurity is negatively associated with user’s technology
readiness.
Optimism refers to a positive view of technology, with focus on
benefits of it, which brings a sense of control, flexibility and effi-
ciency (Lai, 2008; Parasuraman, 2000; Richey & Autry, 2009). The
innovativeness dimension gives an idea of an individual who
believes to be a thought leader and to be in the vanguard of trying
new products and have new experiences based on technology. This
vision exacerbates the trend of pioneering the use of technology, as
a motivational behavior (Lin, 2007; Hu et al., 2010; Lai, 2008;
Summak et al., 2010). Discomfort refers to the perception of loss
of technology control and sense of loss of autonomy in the face
of technologies to be used in the organizational environment. It
can also be characterized as a lack of confidence in using new tech-
nologies (Parasuraman, 2000; Lin & Hsieh, 2007; Rhee et al., 2007).
The insecurity relates to skepticism and other cultural and psycho-
logical barriers that prevent the user to enable the use of certain
technology. It differs from discomfort because it focuses on specific
aspects of technology transactions (Lin, 2007; Lai, 2008; Ling &
Moi, 2007).
H5A: Quality is positively associated with perceived
performance.
H5B: Quality disconfirmation is positively associated with per-
ceived performance.
H6A: Usability is positively associated with perceived
performance.
H6B: Usability disconfirmation is positively associated with per-
ceived performance.
H7A: Value is positively associated with perceived performance.
142 F.A.M. Pereira et al. / Computers in Human Behavior 46 (2015) 139–148
H7B: Value disconfirmation is positively associated with
perceived performance.
Because it is a large, multi-faceted and widely discussed con-
cept, the quality in this study is composed of items that measures
only aspects of user’s performance in e-learning services, as
described in DEDT model. This specific approach allows identify
more deepening the user experience in VLE. The quality involves
variables related to response time, relevance, accuracy and com-
pleteness of the information generated by VLE. The quality applied
in studies of e-learning denotes the importance of having a VLE
that meets the quality requirements that the user expects to get
(Cheung & Lee, 2011; Paechter et al., 2010). Usability involves fac-
tors such as ease of use, familiarity with technology and attitude
toward the use of computer systems. The usability also is used in
model TAM and SERVQUAL to determine if performance is satisfac-
tory through the ease of use (Devaraj et al., 2002). Usability can be
seen, for example, as the degree a person believes that using a VLE
will be free of effort (Lin, 2011; Premkumar & Bhattacherjee, 2008).
The value is an abstract concept that refers to the mode of conduct,
personal preference or position forward the technology offered.
Birou (1976) seeks to define value as the ability a person has to sat-
isfy a desire, a need, or a human aspiration. Researchers suggest
that high levels of value lead to high user satisfaction (Bojanic,
1996; Chou et al., 2010).
H8: Technology readiness and perceived performance influence
each other (they are interrelated).
H9: Technology readiness is positively associated with user
satisfaction.
H10: Perceived performance is positively associated with user
satisfaction.
H11: Satisfaction is positively associated with continuous use
intention.
Users who have high TRI require more technical support
(Parasuraman, 2000). The users that have greater understanding
and appreciation of technology have a greater chance of obtaining
a satisfactory performance. In the same way, individuals with high
Fig. 1. Research model.
performances, tend to trust more in technology use (Erdogmus &
Esen, 2011; Ismail et al., 2011; Rhee et al., 2007). As there are no
studies that consider performance and predisposition together,
the relationship between these two constructs (H8) is formed by
a double arrow, indicating a possible correlation. In surveys con-
ducted, it was found that the level of willingness of individuals
to adopt new technologies contributes to the analysis of factors
that determine the satisfaction of e-learning service users (Lin &
Hsieh, 2007; Marks, Sibley, & Arbaugh, 2005; Ismail et al., 2011).
In relation to performance, to develop constructs which could mea-
sure it in terms of usability, value or system quality, several studies
have reshaped the perceived performance to define it as a contrib-
uting factor to the satisfaction (Chiu et al., 2005; Davis, 1989;
Siritongthaworn & Krairit, 2006; Spreng, Mackenzie, & Olshavsky,
1996).
Satisfaction is an individual feeling of pleasure resulting from
the comparison of perceived performance relative to expectations
(Chiu et al., 2005). Oliver (1980) theorizes that satisfaction is pos-
itively associated with a future intention. Liao et al. (2011) state
that satisfaction with a product or service is the main motivation
for its continued use. There are numerous studies in the literature
that establish the link between satisfaction and continuous use
intention of an e-learning service (Cheung & Lee, 2011; Liaw,
2008; Lin & Hsieh, 2007; Riss & Grohmann, 2011). For this study,
the effects between constructs of e-learning are presented in Fig. 1.
3. Methodological procedures
This topic presents details about the sampling method, the
instrument of data collection and the statistical techniques applied
in data analysis.
3.1. Sample
The study focuses on employees of two public organizations in
the state of Rio Grande do Norte, located in Northeastern Brazil.
They are the Universidade Federal do Rio Grande do Norte (UFRN)
and the Ministério Público do Rio Grande do Norte (MPRN). The
services of e-learning focus of this study are based on a system
 F.A.M. Pereira et al. / Computers in Human Behavior 46 (2015) 139–148
of synchronous and asynchronous learning via the web. Factors
were observed for the units of analysis so that they could integrate
a homogeneous sample. Firstly, organizations operate in the same
geographic boundary. Secondly, there are a significant number of
employees of both organizations acting in distance courses as orga-
nizational training with use of VLEs to support. Furthermore, in
each unit of analysis, respondents in the sample attended at least
one training course distance.
Data collection was conducted in February 2013. Of the 3202
employees of UFRN, 273 completed the questionnaire and were
valid for the composition of the study, while in MPRN, of 816 serv-
ers, 70 valid responses were computed. An assessment of crossed
loads and sample calculation for each proportional stratum
allowed the analysis of the samples together (Fragoso, Recuero, &
Amaral, 2012; Yin, 2005). Thus, the research sample corresponds
to 343 cases.
For the sample composition the criteria of statistical power and
size of explanatory effects of the independent variables on the
dependent variables were considered. The statistical power is
indispensable for the evaluation of statistical power decisions
and to design trials (Mayr, Erdfelder, Buchner, & Faul, 2007). The
power of a statistical test helps to avoid probability errors which
lead to falsely accept research hypotheses (Faul, Erdfelder, Lang,
& Buchner, 2007; Prajapati, Dunne, & Armstrong, 2010).
Hair, Anderson, Taham, and Black (2009) suggest a statistical
power of 0.95 as great, and the effect size at 0.15 as average,
being the most usual configuration. The software G⁄Power v.
3.1.5 was used to calculate the minimum sample size required
and to generate outcomes after sample collection. The G⁄Power
has been designed as a general program of power analysis for sta-
tistical tests commonly used in science social researches (Faul
et al., 2007). Using an average effect of 0.15 a statistical power
of 0.999 was obtained. On sensitivity exam an effect size of
0.07 was detected. The sample size also considered suitability
for application of multivariate analysis by covariance. The sample
is adequate to have 13 observations per manifest variable. It’s
recommended between 10 and 15 observations by Maroco
(2010) and Hair et al. (2009).
We also analyzed the influence of common method variance
(CMV). It is widely accepted among theorists and researchers that
relationships among variables measured with the same method
can be distorted and inflated due to effect of CMV (Lai, Li, &
Leung, 2013). It’s used a procedure recommended by Podsakoff,
MacKenzie, Lee, and Podsakoff (2003) for identification and evalu-
ation the CMV, called single-method-factor approach, being the
procedure with more advantages compared to others and that have
been frequently used in the literature. The results indicated low
influence of CMV (below 0.4), showing that the parameter esti-
mates suffer low influence of noise.
The sample is stratified in two groups, with high statistical
power and meets the recommendations in use of SEM. Further-
more, each stratum is proportional to the population size and,
the demographic profiles are similar to each other. Thus, there
are evidences that the sample is representative.
3.2. Questionnaire
The questionnaire was applied in the form of online survey and
the answers have been recorded completely. The elimination of
observations was adopted to avoid the presence of missing values
and bias data. The survey instrument consists of 45 closed ques-
tions with 10 points metric scale, ranging from 1 – less agreement,
of 10 – highest agreement assertive, plus five questions dedicated
to the sample profile.
A pretest was conducted with seven managers of both organiza-
tions in order to avoid biases, fix bugs and to add or modify
143
questions (Iraossi, 2006; Pereira, Ramos, & Chagas, 2011). After ini-
tial release, a pilot study was applied with 30 employees of both
organizations. The objective of the pilot study was to obtain addi-
tional feedback on the survey instrument and fix important aspects
in the composition of questionnaires, defined by Hair, Babin,
Money, and Samouel (2010), such as: clear and simple language,
brevity in questions, avoid ambiguities, avoid use of multiple ques-
tions and ultimately avoid bias position. It was included a support
presentation text containing clear instructions on how to answer
the questions as recommended by Hair et al. (2010) and indication
of gifts by lottery. With permission granted, the survey was sent to
the e-mails to the target population.
3.3. Data analysis
This study uses a strategy two-step of structural equation mod-
eling (SEM), using the method of maximum likelihood (ML), oper-
ationalized in software Analysis of Moment Structures (AMOS v.
18). The first step is a confirmatory factor analysis (CFA) and sec-
ond step is the analysis of structural equations. The sample with
the use of ML should be between 150 and 400 observations and
has more than 200 observations, meeting the specifications sug-
gested by Hair et al. (2009). Thus, it allows the estimates are closer
to the value of the population parameter (Joreskog & Sorbom,
2003).
The assumptions that are determinant for analysis were veri-
fied. First, the multivariate normality of the variables was con-
firmed by calculating the skewness (sk) and kurtosis (ku). The
variables have normal distribution, possessing sk < 3 and ku < 10.
Moreover, as the values are close to zero, it can be concluded that
the normality assumption is reasonable (Teo, 2010b). Also the Var-
iance Inflation Factors (VIF) test was performed to verify that the
constructs were not highly correlated. The indices obtained in
the variables ranged between 1.00 and 2.14, thus, confirming the
absence of multicollinearity (Teo, 2010b).
Estimates of calculation for use of SEM in AMOS Graphics were
accepted, confirming linearity of the model. Similarly, the soft-
ware configuration confirmed the assumption of covariance non-
zero in the endogenous variables (Maroco, 2010). The constructs
of first order and dependent variables were measured with three
manifest variables each one, confirming the existence of multiple
indicators (Hair et al., 2009; Joreskog & Sorbom, 2003; Mulaik
et al., 1989).
It was used exploratory factor analysis to refine the research
model before the start of SEM in two steps. This process according
to Maroco (2010), called specification search, has a combination of
simplicity (parsimony) and goodness of fit (Lee, 2010; Maroco,
2010; Rhee et al., 2007; Siritongthaworn & Krairit, 2006). In the
application of exploratory factor analysis, it was used the method
of principal components with orthogonal rotation, as suggested
by Hair et al. (2009). The tests Bartlett Sphericity and Kayser–
Meyer–Olkin (KMO) were performed to test the overall signifi-
cance of all correlations identified and adequacy of the sample
respectively. The KMO test obtained was 0.930, being considered
suitable for factor analysis. The significance test of Bartlett Spheric-
ity was 0.000, indicating significant correlations between the
variables.
In inspection of the correlation matrix, the assumptions were
assessed as suggested by Kline (2005), indicating variables that
best fit the data and contribute significantly in the explanatory
power of the model. It was considered the correlations index,
anti-image, communality, factor loadings and identification of
cross load. In the evaluation of assumptions, from 39 variables,
13 were disallowed in one or more tests and were excluded from
the research model (Hair et al., 2009).
144 F.A.M. Pereira et al. / Computers in Human Behavior 46 (2015) 139–148

4. Findings distance course brings me a feeling of following a trend – showed

In this topic, the main results that contribute to fulfill the objec-
tives of research are highlighted. Firstly, sample profile is pre-
sented. After, the SEM is divided in two steps: measurement
model and structural model.
4.1. Sample profile
The survey sample shows that the workforce required in both
organizations is predominantly composed of operational positions,
but presents a significant portion (over 25%) of strategic levels. It
was concluded that there is predominance of female respondents,
aged between 18 and 25 years old, single, college-educated incom-
plete and family income between R$ 670 and R$ 1.920, that corre-
sponding approximately to €240 and €720.
To identify possible differences in opinions by internal groups in
organizations comparisons of means were performed of the depen-
dent variables of satisfaction and continuous use intention along
demographic variables. The results of the tests showed no signifi-
cant differences in averages by demographic variables.
4.2. Measurement model
Firstly, the Square Distance of Malahanobis (D2) was performed
to remove outliers, predicting exclusion of observations with the
higher rates, beyond addition of correlations between errors of
the variables, which substantially improves the model estimates
(Kline, 2005; Maroco, 2010). Also an adjustment from the analysis
of the factor loadings was made. The variable EDTV3 – Perform a
low factor loading (0.49) and was excluded from the model. Corre-
lations and factor loadings of the 26 variables that are contained in
the measurement model are listed in Table 3.
After performing the first adjustment, the goodness of fit of fac-
torial model was made according to the goodness of fit indices or
modification indices, as recommended by Maroco (2010), Hair
et al. (2009), Kline (2005) and Joreskog and Sorbom (2003). Thus,
the indices were calculated for the measurement model set,
featuring: X2/df = 1.160; TLI = 0.861; CFI = 0.883; NFI = 0.853;
PCFI = 0.747; PNFI = 0.722; RMSEA = 0.099; ECVI = 3.965 e MEC-
VI = 4.006. The indices with their respective reference values dem-
onstrate adequate goodness of fit.
To validate the measurement model, three types of validity
were examined: factorial validity, convergent validity and discrim-
inant validity. Factorial validity was confirmed with factor load-
ings, being above 0.5 for variables accepted in measurement
model, as suggested by Hair et al. (2009). For convergent validity,
it was used the average variance extracted (AVE) and composite
reliability (CR) as suggested by Maroco (2010) and Kline (2005).
The AVE results for each construct exceed 0.5 and CR exceeds the
minimum of 0.7, confirming convergent validity. For discriminant
validity, the square of the correlations was compared with the
results of AVE. For values of AVE not above the square of correla-
tions, the validity was confirmed, according to the method of
Fornell and Larcker (1981).
4.3. Structural model
This sub-topic is related to the second step of SEM, which pre-
sents the structural model as the product of this research. The

Table 3
Variables of measurement model.

Cód. Variable Corr. Factor loadings

Perceived optimism AVE = 0.574 CR = 0.801 Alpha = 0.808
TROT2 New technologies offered in the courses are convenient to use 0.591 0.65
TROT3 I like to study by computer 0.586 0.70
TROT4 Perform distance courses is mentally stimulating 0.667 0.65
Perceived innovativeness AVE = 0.569 CR = 0.867 Alpha = 0.889
TRIN1 In the workplace, I keep more updated than others in relation to technology 0.679 0.58
TRIN2 In general, I am one of the first at workplace to want to participate in the courses offered 0.554 0.60
TRIN3 Normally, I find new features in the technologies used during the courses 0.675 0.73
TRIN4 I appreciate the challenge of finding new ways of learning using technology 0.678 0.79
TRIN5 I have fewer problems than co-workers to learn using technology 0.679 0.66
Perceived quality AVE = 0.622 CR = 0.866 Alpha = 0.866
EDTQ1 The layout and interface of the VLE are friendly 0.693 0.61
EDTQ2 I find it easy to navigate by the VLE used in the course 0.777 0.69
EDTQ3 I feel comfortable using an e-learning service in virtual platform 0.740 0.84
EDTQ4 The VLE offers complete information to users 0.629 0.66
Perceived value AVE = 0.947 CR = 0.754 Alpha = 0.866
EDTV1 Perform a distance course brings me a sense of accomplishment 0.811 0.55
EDTV2 Perform a distance course brings me a feeling of supplying my needs 0.733 0.65
EDTV4 Perform a distance course brings me a sense of feeling smart 0.736 0.57
Quality disconfirmation AVE = 0.584 CR = 0.806 Alpha = 0.825
EDTQ1Dis The layout and interface of the VLE are friendly (was what I expected) 0.628 0.61
EDTQ3Dis I feel comfortable using an e-learning service in virtual platform (was what I expected) 0.740 0.79
EDTQ4Dis The VLE offers complete information to users (was what I expected) 0.749 0.62
Usability disconfirmation AVE = 0.533 CR = 0.819 Alpha = 0.892
EDTU1Dis Learning to work with a VLE is easy for me (was what I expected) 0.694 0.63
EDTU2Dis It’s easy for me become skillful in the use of VLE (was what I expected) 0.739 0.55
EDTU3Dis The resources and activities offered by course are compatible with the way I learn (was what I expected) 0.721 0.66
EDTU4Dis The tools used in the courses are satisfactory (was what I expected) 0.794 0.72
Value disconfirmation AVE = 0.519 CR = 0.810 Alpha = 0.825
EDTV1Dis Perform a distance course brings me a sense of accomplishment (was what I expected) 0.590 0.71
EDTV2Dis Perform a distance course brings me a feeling of supplying my needs (was what I expected) 0.761 0.69
EDTV3Dis Perform a distance course brings me a feeling of following a trend (was what I expected) 0.777 0.56
EDTV4Dis Perform a distance course brings me a sense of feeling smart (was what I expected) 0.581 0.55
 F.A.M. Pereira et al. / Computers in Human Behavior 46 (2015) 139–148 145

Table 4 significant with mediation effect set to the path continuous use
Goodness of fit indices of the structural model. intention, as suggested by Kline (2005) and Hair et al. (2009).
Index Results Diagnosis The adjusted final model with standardized regression weights
2
Statistic X /df 1.314 ] 1; 2 [ – Good fit are shown in Fig. 2.
TLI 0.911 >0.90 – Very good fit Fig. 2 shows that only optimism and innovativeness influence
CFI 0.920 >0.90 – Very good fit technology readiness. Only usability has no positive relationship
NFI 0.885 ] 0.8; 0.9 [ – Acceptable fit with performance. In the structural model, both the performance
PCFI 0.822 >0.8 – Very good fit
PNFI 0.790 ] 0.6; 0.8 [ – Good fit
as the technology readiness had positive relationship with satisfac-
RMSEA 0.078 ] 0.05; 0.10 [ – Very good fit tion. The resulting continuity of use has a strong relationship with
ECVI 4.567 Smaller is better. . . satisfaction and explanatory power of 84%.
MECVI 4.627 Smaller is better. . .
RNFI 0.974 ] 0.8; 1.0 [ – Good fit
RPR 0.857 ] 0.8; 1.0 [ – Good fit 5. Discussions and implications

This topic presents the main discussions and implications

model of satisfaction and continuous use intention of e-learning
service was evaluated incorporating measurement model set and
adding causal relationships. At this stage, the goodness of fit indi-
ces were calculated again (Table 4), adding two indexes that mea-
sure the quality of the final adjustment of the structural model
according to Mulaik et al. (1989) and Maroco (2010). They are:
the relative normed-fit index (RNFI), adapted from NFI, which aims
to counter the disproportionate number of parameters between
the measurement model and structural model. The second index
is the relative parsimony ratio (RPR), which measures the thrift
degree of the model and assesses the degree of completeness of
the model with fewer variables as possible.
According to Table 4, the ratios showed adequate adjustments,
with a slight improvement compared to the indices of the mea-
surement model, being ruled out the possibility of relationships
that harm the fit of the model. With the refined model by modifi-
cation indices and correlations that lead to considerable improve-
ment of the adjustment, the estimates presented in AMOS Graphics
were evaluated with a Z Test (Critical ratio and p value), consider-
ing significant relationships between parameters with p < 0.05, and
the significance of the trajectories, considering relevant ones above
0.05. Also standardized direct effects in causal relationships were
considered, and specifically to the constructs of second order,
followed by limitations and suggestions of future studies.
5.1. Discussions
In study of exploratory factor analysis, the results found by
Erdogmus and Esen (2011) and Darab and Montazer (2011)
showed that the dimensions of optimism and innovativeness influ-
ence positively the determinant constructs. However, in this study
insecurity and discomfort showed no significant effects. It can be
inferred that the negative aspects linked to the use of technology
are presenting discredit in the composition of models that assess
user satisfaction, as was pointed by Ismail et al. (2011) and Hu
et al. (2010), being the discomfort invalidated by the reliability
test.
The insecurity items contained in the model TRI of Parasuraman
(2000) showed the same behavior in the study of Richey and Autry
(2009), also being invalidated. In the studies of Ismail et al. (2011)
and Darab and Montazer (2011), the results of the TRI constructs of
reverse scale also showed lower indices compared by innovative-
ness and optimism.
In the present study, the factor loadings and no violation of
assumptions for the constructs of quality, usability and value,
including disconfirmation level are similar to those found by

Fig. 2. Final model found by research.

146 F.A.M. Pereira et al. / Computers in Human Behavior 46 (2015) 139–148

Cheung and Lee (2011) on the use of EDT. Similarly, optimism and
innovativeness have high reliability and are significant in defining
determinant constructs of satisfaction in e-learning services. Simi-
lar results were also found in other studies that approach attri-
butes of the TRI (Erdogmus & Esen, 2011; Summak et al., 2010).
In the application of CFA, the results summarized in Table 3
show that the constructs that form the performance of the stu-
dents were shown to be important for the teaching potential in dis-
tance learning, likewise the study developed by Biasutti (2011).
The performance in studies of Hung and Cho (2008) and Chen
(2011) also proved relevant to determine satisfaction and still
had indirect effects in determining continuous use intention, cor-
roborating the high factor loadings on manifest variables of EDT
constructs. Specifically about quality of system, Roca et al. (2006)
point out that managers of e-learning should improve the system
attributes, because users are more inclined to use it when they
trust in technology.
The final model adjusted for a sample of 332 respondents,
shown in Fig. 2 provides an appropriate adjustment to the struc-
ture of variance and covariance of 26 determinant variables. The
weights of the constructs that form the technology readiness were
high (Innovativeness – 0.84 and Optimism – 0.99). The standard-
ized regression weight from technology readiness to satisfaction
corresponds to b = 0.36. The regression between perceived perfor-
mance and satisfaction showed it a little higher (b = 0.52).
All constructs of performance had weights above 0.9,
including all constructs in disconfirmation level, emphasizing the
importance of measuring user expectation as pointed out by
Terzis et al. (2013). At the confirmation level, usability is the
unique to not compose the final model of the study, invalidated
in exploratory factor analysis, being only the disconfirmation
usability validated. In the study by Chen (2011), the perceived per-
formance also proved to be the most important factor to determine
satisfaction an e-learning service.
An evaluation of non-causal relationship between the
constructs of second order was made and it was found high and
positive relationship (0.89) between performance that employees
present in distance courses and pre-disposition of the employees
to use technologies commonly used in the course, especially the
VLE.
The direct effect from satisfaction to continuous use intention
showed high rate of coefficient (b = 0.92). The second order con-
structs together account for 0.74 of the total variance explained
on satisfaction. About continuous use intention, the variance found
was 0.84, which is the total variance explained in the final model
set.
These results indicate that there is an individual sense of
satisfaction by employees with the training courses using distance
education, and this feeling is positively related to continuous use
intention of e-learning service. These results are significant like-
wise other results found in the literature (Cheung & Lee, 2011;
Chiu et al., 2005; Chou et al., 2010; Erdogmus & Esen, 2011;
Hung & Cho, 2008; Kim et al., 2012; Liao et al., 2011; Lin, 2011;
Lin & Chen, 2012; Teo, 2010a). In Table 5 the status of confirmatory
testing of hypotheses are summarized.
Generally, the disconfirmatory constructs have high power to
explain satisfaction and continuous use intention, concerning in
other studies (Chiu et al., 2005; Chou, Lin, Chung, & Tsai, 2012;
Chou et al., 2010; Duque & Weeks, 2010; Teo, 2010a; Wu,
Tennyson, & Hsia, 2010).
The model of EDT/TRI show significance by presenting similar
results to other studies that test the satisfaction and continuous
use intention as dependent variables in e-learning services
(Cheung & Lee, 2011; Chiu et al., 2005; Godwin, Bagchi, & Kirs,
2011; Hung & Cho, 2008; Lee, Hsieh, & Hsu, 2011; Liao et al.,
2007). The results indicate that indirectly the second order con-
structs (performance and readiness) have significant relationships
of influence with the continuous use intention, showing indirect
effects of 0.332 and 0.478 respectively.
5.2. Implications
The motivation of this study was to examine the effects of a the-
oretical model of satisfaction and continuous use intention in the
context of e-learning in public organizations. The training of
employees generates impacts on society, directly influencing the
service provided to citizens. The final research model with the
use of EDT/TRI in conjunction with the TRI demonstrates a high
degree of compatibility when applied to users of distance training
courses in public organizations.
The study presents as the main contribution the delivery of an
assessment tool for performance oriented to training courses at
distance and applied in public organizations. The study also con-
tributes to strengthen the importance of VLEs in performance
and predisposition of employees to take the courses, gives supports
to decision making at the strategic level and provides subsidies
that enhance the high capacity of civil servants.
In terms of theory building, Cheung and Lee (2011) point out
that, such studies provide researchers new insights about what
should be speculated regarding satisfaction in the context of
web-based applications. For the managers of e-learning services,
such perceptions can be applied to targeting investments and
better use of resources for implementing services.
This study sought to derive the EDT and the TRI applied to a
new context and to specify an adapted model. Importantly, the
adapted model comprises an initial effort to construct a theory

Table 5
Test research hypotheses.

Hypotheses Direct effects Trajectories of significance Status

H1: Optimism is positively associated with user’s technological readiness 0.990 1.463; S.E 0.096 H0 Rejected
H2: Innovativeness is positively associated with user’s technological readiness 0.841 1.446; S.E 0.102 H0 Rejected
H3: Discomfort is negatively associated with user’s technological readiness – – H0 Confirmed
H4: Insecurity is negatively associated with user’s technological readiness – – H0 Confirmed
H5A: Quality is positively associated with perceived performance 0.930 1.104; S.E 0.087 H0 Rejected
H5B: Quality disconfirmation is positively associated with perceived performance 0.976 1.387; S.E 0.092 H0 Rejected
H6A: Usability is positively associated with perceived performance – – H0 Confirmed
H6B: Usability disconfirmation is positively associated with perceived performance 0.966 1.835; S.E 0.098 H0 Rejected
H7A: The Value is positively associated with perceived performance 0.907 2.013; S.E 0.110 H0 Rejected
H7B: The value disconfirmation is positively associated with perceived performance 0.912 1.793; S.E 0.101 H0 Rejected
H8: The technological readiness and performance perceived influence each other 0.894 Double arrow H0 Rejected
H9: The technology readiness is positively associated with user satisfaction 0.362 0.869; S.E 0.254 H0 Rejected
H10: The perceived performance is positively associated with User Satisfaction 0.522 1.252; S.E 0.250 H0 Rejected
H11: The user satisfaction is positively associated with continuous use intention 0.917 0.958; S.E 0.034 H0 Rejected
 F.A.M. Pereira et al. / Computers in Human Behavior 46 (2015) 139–148
focused on e-learning in public service organizations, focusing on
user experience in skills training and practice of the knowledge
generated. Moreover, a model with the EDT and the TRI together
presents an original value because such a configuration was not
found in important studies on the subject.
5.3. Limitations and future studies
The research has some limitations. Firstly, validated and inval-
idated constructs should not have the results generalized because
they need to be retested by the primary research model for future
applications. It is noteworthy that the model is a simplification of
reality and can present different results when applied to other
units of analysis. Nonetheless, it is reinforced the premise that
ensures reproducibility logic of the theoretical model found (Hair
et al., 2010; Maroco, 2010).
By the reason that it is not practical to make a model too much
complex, constructs equally significant in determining satisfaction
in e-learning were not included, for example, subjective norms,
present in the TPB model, validated by Lee (2010) and Raaij and
Schepers (2008). Other limitation of this study is the same one
pointed out by Lin (2011): external factors and possible effects
derived by conditions facilitating or environmental influences
were not included in the proposed theoretical model. These limita-
tions encourage future studies that use such a construct.
This research suggests the way future works can continue to
explore impacts of satisfaction and intention to continue the use
in the context of e-learning or the use of other technologies
(Cheung & Lee, 2011; Chiu et al., 2011; Lee, 2010). Conducting lon-
gitudinal studies is also recommended, because they generate
more reliable results and allow an assessment of practical
knowledge generated in the courses (Chiu et al., 2005).
The use of model EDT and TRI together reflects a significant link
of influence between the perceived performance and readiness
technology that can become the focus of further studies. Thus, it
is possible to create a theory directed specifically to e-learning ser-
vices aimed at training civil servants. Consequently, bridging the
gap concerning theoretical models focusing on e-learning services
in the public sector.
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