Determinants of Undergraduate Student Satisfaction and Continuance Intention to Use E-learning in a Public University in Dezhou, China

This study aims to examine the crucial factors that significantly influence college undergraduate students’ satisfaction and continuance intention to use E-Learning at a public university in Dezhou, China. The conceptual framework was developed from previous studies and finalized with key constructs: perceived ease of use, perceived usefulness, system quality, information quality, self-efficacy, satisfaction, and continuation intention. The target population is 493 undergraduates in four majors at a public college in Dezhou. The research applied a quantitative method using questionnaires distributed to the target group. The sampling techniques applied in this study include purposive, quota, and convenience sampling. The data were analyzed using confirmatory factor analysis (CFA) and structural equation modeling (SEM). The findings demonstrate that satisfaction strongly influenced continuance intention. Information quality, perceived ease of use, system quality, and perceived usefulness significantly impact satisfaction. Perceived ease of use and self-efficacy has a significant impact on perceived usefulness. University managers and educators should focus on enhancing student satisfaction and continuance intention to use e-learning more effectively by improving information and system quality in their institutions