Abstract
OMO (Online Merge Offline), the combination of online and offline services, has attracted increasing attention in the education industry. This study aims to investigate the predictors of learners’ continuance participation in OMO learning. Based on Expectation-Confirmation Theory, IS Success Model and Satisfaction-Loyalty Theory, we develop a research model to explore how online teaching quality (online content quality, online service quality and system quality) and offline teaching quality (offline content quality and offline service quality) jointly affect students’ satisfaction and loyalty, and ultimately determine their continuance usage intention. 301 valid samples were collected via an online survey. SmartPLS 3 was used to verify the research model and hypotheses. Findings show that: (1) online content quality, online service quality, system quality, offline content quality and offline service quality positively affect satisfaction; (2) satisfaction positively influence loyalty and continuance intention; (3) continuance intention has positive impact on loyalty. Implications for theory and practice are discussed.
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This study was supported by the Fundamental Research Funds for the Central Universities No. NR2021003 awarded to the second author.
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Jiang, J., Liu, L., Ren, S., Yang, S., Zong, P., Lai, H. (2022). Continuance Usage of Online-Merge-Offline (OMO) Educational Services: An Empirical Study. In: Meiselwitz, G., et al. HCI International 2022 - Late Breaking Papers. Interaction in New Media, Learning and Games. HCII 2022. Lecture Notes in Computer Science, vol 13517. Springer, Cham. https://doi.org/10.1007/978-3-031-22131-6_24
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