User Attitude Towards E-learning Platforms: An Insight Through the Expectation Confirmation Model and the Affordance Theory Lens

Abstract

The present study aimed to determine the manifesting variables of continually using e-learning platforms. The present study synthesizes the expectation–confirmation model (ECM) and affordance theory to explain better the continuance use of e-learning and the benefits users perceive after initial use. We have adjoined these two theoretical models for the following reasons, and to the best of our knowledge, no studies have combined ECM with affordance theory. The study followed a survey method, and a total of 466 respondents were contacted. The model was tested using the structural equation modelling technique through the Partial Least square method. The research study highlights a model with three layers of relationships with affordances triggering the expectations about the utility and usability of e-learning technologies. Furthermore, the findings of this study has indicated that all the proposed hypotheses are supported. Specifically, this study has reported that perceived usefulness is found to be a key variable that plays an essential role in determining the success of online learning platforms. Subsequently, the study offers a theoretical narrative for user satisfaction and loyalty toward e-learning platforms in light of the ECM and the Affordance Theory. The findings of this study offer critical insights for content creators and app designers on user experience design for e-learning apps that would eventually help to devise better teaching-learning strategies in technology-mediated learning environments.