Factors affecting students’ continuance intention in using Learning Management System: The moderating effect of habit

An increasing trend among universities and higher education institutions in every country, including Saudi Arabia, in using Learning Management Systems (LMS) for tracking and managing online learning and teaching has been evident in recent years. However, the implementation of LMS in Saudi Arabia is still in its early stages and faces challenges due to low student continuance intention. Despite the substantial significance of LMS in educational settings, more studies still need to be done on the factors influencing students' continuance intention to use LMS. Most previous studies have focused on initial acceptance instead. This current study aims to contribute to this area of research by integrating the Expectation Confirmation Model (ECM) with the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and the DeLone and McLean Information Systems Success Model (ISSM). A survey was conducted with 261 public university students from Saudi Arabian universities, all of whom use Blackboard as their LMS, employing a stratified random sampling technique to test the proposed model. The theoretical model was validated using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicated that among the three aspects of LMS, which are perceived usefulness, hedonic motivation, and system quality, hedonic motivation is the strongest predictor of continuance intention. As anticipated, the findings also showed that habit significantly influences the effects of perceived usefulness and hedonic motivation on continuation intention. Hence, the findings of this study imply that the full benefits and success of LMS can only be realised through students' continued usage. Additionally, this study offers valuable insights into students' post-adoption behaviour in the context of LMS, providing critical information for the Saudi government and higher education stakeholders.