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Yung-Ming Cheng
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2020 – today
- 2024
- [j20]Yung-Ming Cheng:
Can media richness and interaction act as stimulants to medical professionals' learning persistence in MOOCs via fostering learning engagement? Interact. Technol. Smart Educ. 21(2): 214-244 (2024) - [j19]Yung-Ming Cheng:
What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization. Interact. Technol. Smart Educ. 21(2): 308-330 (2024) - 2023
- [j18]Yung-Ming Cheng:
What roles do quality and cognitive absorption play in evaluating cloud-based e-learning system success? Evidence from medical professionals. Interact. Technol. Smart Educ. 20(2): 228-256 (2023) - [j17]Yung-Ming Cheng
:
How can robo-advisors retain end-users? Identifying the formation of an integrated post-adoption model. J. Enterp. Inf. Manag. 36(1): 91-122 (2023) - [j16]Yung-Ming Cheng:
Which quality determinants cause MOOCs continuance intention? A hybrid extending the expectation-confirmation model with learning engagement and information systems success. Libr. Hi Tech 41(6): 1748-1780 (2023) - [j15]Yung-Ming Cheng
How gamification and social interaction stimulate MOOCs continuance intention via cognitive presence, teaching presence and social presence? Libr. Hi Tech 41(6): 1781-1801 (2023) - 2022
- [j14]Yung-Ming Cheng:
Can tasks and learning be balanced? A dual-pathway model of cloud-based e-learning continuance intention and performance outcomes. Kybernetes 51(1): 210-240 (2022) - 2021
- [j13]Yung-Ming Cheng
Investigating medical professionals' continuance intention of the cloud-based e-learning system: an extension of expectation-confirmation model with flow theory. J. Enterp. Inf. Manag. 34(4): 1169-1202 (2021) - [j12]Yung-Ming Cheng:
Drivers of physicians' satisfaction and continuance intention toward the cloud-based hospital information system. Kybernetes 50(2): 413-442 (2021) - [j11]Yung-Ming Cheng:
Will robo-advisors continue? Roles of task-technology fit, network externalities, gratifications and flow experience in facilitating continuance intention. Kybernetes 50(6): 1751-1783 (2021) - 2020
- [j10]Yung-Ming Cheng
Quality antecedents and performance outcome of cloud-based hospital information system continuance intention. J. Enterp. Inf. Manag. 33(3): 654-683 (2020)
2010 – 2019
- 2019
- [j9]Yung-Ming Cheng:
A hybrid model for exploring the antecedents of cloud ERP continuance. Int. J. Web Inf. Syst. 15(2): 215-235 (2019) - 2018
- [j8]Yung-Ming Cheng
What drives cloud ERP continuance? An integrated view. J. Enterp. Inf. Manag. 31(5): 724-750 (2018) - 2014
- [j7]Yung-Ming Cheng:
Why do users intend to continue using the digital library? An integrated perspective. Aslib J. Inf. Manag. 66(6): 640-662 (2014) - [j6]Yung-Ming Cheng:
What Drives Nurses' Blended e-Learning Continuance Intention? J. Educ. Technol. Soc. 17(4): 203-215 (2014) - [j5]Yung-Ming Cheng:
Roles of interactivity and usage experience in e-learning acceptance: a longitudinal study. Int. J. Web Inf. Syst. 10(1): 2-23 (2014) - [j4]Yung-Ming Cheng:
Extending the expectation-confirmation model with quality and flow to explore nurses' continued blended e-learning intention. Inf. Technol. People 27(3): 230-258 (2014) - [j3]Yung-Ming Cheng:
Exploring the intention to use mobile learning: the moderating role of personal innovativeness. J. Syst. Inf. Technol. 16(1): 40-61 (2014) - 2012
- [j2]Yung-Ming Cheng:
Effects of quality antecedents on e-learning acceptance. Internet Res. 22(3): 361-390 (2012) - 2011
- [j1]Yung-Ming Cheng:
Antecedents and consequences of e-learning acceptance. Inf. Syst. J. 21(3): 269-299 (2011)
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