4 research outputs found
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Adoption of Social Media Search Systems: An IS Success Model Perspective
The social media search system aims at providing an organized and integrated access and search support to a massive amount of unstructured, multilingual, user-generated content in an effective and efficient manner. Previous research on social media analytics mainly focuses on developing and applying advanced analysis methods and/or tools to make sense of the large amount of user-generated data over the Internet. Relatively little effort has been put to specifically examine the social media search system. In this study, we utilize and apply the DeLone and McLean IS Success Model to examine this type of systems. To do it, a lab experiment was conducted, and the results showed that all causal relationships, except for satisfaction to social benefit, specified in the DeLone and McLean IS Success Model hold in the context of the large-scale, social media search system. Specifically, we found that information quality and system quality associated with the system could significantly influence both users’ intention to use and satisfaction toward it, both of which, in turn, had significant impacts on users’ perceived individual benefit and social benefit. In addition, satisfaction could significantly influence intention to use the system.
Available at: https://aisel.aisnet.org/pajais/vol10/iss2/4
Examining Student Satisfaction and Gender Differences in Technology-Supported, Blended Learning
Recently, blended learning has become popular in higher education. In this study, we aim to investigate influential factors that could impact student learning in this young and relatively immature environment. Factors from three perspectives – students themselves, instructors, and institutional support – were examined. Specifically, these factors are students’ computer self-efficacy, instructor characteristics, and facilitating conditions. A research model was developed to systematically assess their impacts on students’ perceived accomplishment, perceived enjoyment, and satisfaction toward the blended class. We also explored the gender differences by testing the research model on the two genders respectively. Interestingly, we found that for female students all three factors had significant impacts on their perceived accomplishment and perceived enjoyment, which in turn significantly impacted their learning satisfaction; however, for male students, no significant impact was found from computer self-efficacy to either perceived accomplishment or perceived enjoyment (the other two factors were significant)