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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...

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Mixed Reality for Education MRE Implementation and Results in Online Classes for Engineering

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Explaining EFL students' continuance intention to use e-learning through technology acceptance, expectation

Xuejie Xu¹, Chunhui Yang²

¹School of Sports Humanities and Sociology, Harbin Sport University, Harbin, 150008, Heilongjiang, China. 13904801101@163.com.

Scientific Reports

|April 14, 2026

Summary

Perceived usefulness and satisfaction strongly drive English as Foreign Language (EFL) students' continued use of e-learning platforms. Enjoyment also plays a key role, especially for higher-grade students, highlighting the impact of learning experience.

Keywords:

Continuance intention E-Learning EFL students Expectation confirmation theory (ECT)Perceived enjoyment Technology acceptance model (TAM)

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Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes

Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes

Published on: June 10, 2021

Area of Science:

Educational Technology
Applied Linguistics
Human-Computer Interaction

Background:

E-learning is increasingly vital for English as Foreign Language (EFL) college students' resource access and practice.
Understanding factors influencing sustained e-learning engagement is crucial for effective digital education.

Purpose of the Study:

To examine the key factors influencing EFL college students' continuance intention toward e-learning.
To integrate Technology Acceptance Model (TAM), Expectation Confirmation Theory (ECT), and Flow Theory in the EFL e-learning context.

Main Methods:

Survey data from 435 EFL college students.
Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis using SmartPLS.
Multigroup analysis to compare first-year and higher-grade students.

Main Results:

Perceived ease of use, usefulness, confirmation, satisfaction, and enjoyment significantly predict continuance intention.
Perceived usefulness and satisfaction demonstrated the strongest positive associations with continuance intention.
Perceived enjoyment positively influenced continuance intention and was linked to ease of use, usefulness, and satisfaction.
Higher-grade students showed stronger links between enjoyment and ease of use, and confirmation and enjoyment.

Conclusions:

The study integrates TAM, ECT, and Flow Theory to explain EFL students' e-learning continuance intention.
Perceived usefulness, satisfaction, and enjoyment are critical drivers of sustained e-learning use.
Learning experience, particularly for higher-grade students, moderates the relationships influencing continuance intention.