Clarifying the impact of surprise in e-learning system design based on university students with multiple learning goals
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Clarifying the impact of surprise in e-learning system design based on university students with multiple learning goals orientation Hsiu-Ju Chen 1 Received: 6 April 2020 / Accepted: 10 June 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract E-learning systems, assessed through computers and/or mobile devices, are widely adopted to assist university students’ learning. Nonetheless, the impact of surprise in the design of e-learning systems still needs clarification. The link of learners’ multiple goals orientation to their e-learning system use behavior also lacks clarification. This study, therefore, clarifies the issues based on the updated IS success model. Data of two hundred and forty-one university learners who used e-learning systems in their course learning were gathered and analyzed with SEM. The results validated the significant association of surprise with university students’ system use and user satisfaction that facilitated the transfer of the learning to their overall learning outcome. However, learners of different learning goals orientation presented different patterns of learning transfer through e-learning systems. The results reflected different roles of e-learning to learners of different learning goals orientation in their learning adaptation. Keywords E-learning . Higher education . Multiple learning goals orientation . Surprise .
The updated IS success model
1 Introduction With the aid of the learning technology, the different learning paradigm allows people to learn through computers or mobile devices with the internet. This also changes learners’ learning behavior in higher education. In the recent decades, most professors have differently blended their courses with the aid of e-learning systems in higher education. Nonetheless, university students’ success in e-learning is still a substantial challenge. Students play the central role in the process * Hsiu-Ju Chen [email protected]
1
Department of Information Management, I-Shou University, No 1, Sec. 1, Syuecheng Rd., Dashu District, Kaohsiung City 84001, Taiwan
Education and Information Technologies
of course learning with the aid of e-learning. This raises the important issue of elearning systems design to attract learners. In addition, learners’ learning goals orientation affects their self-adjusted learning behavior and is linked to their support seeking behavior (e.g. Karabenick 1998; Peng and Cherng 2005). Their different adaptation to the learning paradigm with e-learning systems can therefore affect their learning. This raises the other important issue of exploring the link of learners’ learning goals orientation to their e-learning system use behavior in the e-learning education environment. The IS (information systems) success model emphasizes the importance of system design, including information quality, system quality and service quality, in successful human IS use behavior (DeLone and McLean 1992, 2003). It reflects the impact of design quality of IS in user behavior. This study therefor
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