An Integrated Perspective on Continuous Intention to Use E-Learning in Indonesian Higher Education: The Roles of Enjoyment, Self-Efficacy, and Satisfaction
This study examines the factors influencing the actual use of e-learning in higher education institutions (HEIs) by integrating the Technology Acceptance Model, the Theory of Planned Behavior, and the Expectation-Confirmation Model, while incorporating self-efficacy and perceived enjoyment to enrich the framework.
The use of e-learning serves as a technology-based alternative to enhance learning efficiency. Despite numerous studies on e-learning, research on its actual use remains limited and requires further exploration.
This study used a quantitative cross-sectional survey to examine a conceptual model integrating the Expectation-Confirmation Model (ECM), Technology Acceptance Model (TAM), and Theory of Planned Behavior (TPB), with self-efficacy and perceived enjoyment added to explain sustainable e-learning adoption. Data were collected through simple random sampling of university students in Indonesia who had used e-learning in the past year and had completed an entrepreneurship course. An online questionnaire distributed via Google Forms from April to July 2025 produced 308 valid responses. Measurement items were adapted from previous studies and assessed key constructs using a five-point Likert scale. Data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to evaluate the measurement and structural models and test the hypotheses.
This paper contributes to the body of knowledge by providing empirical evidence on how perceived enjoyment, self-efficacy, and satisfaction influence students’ continuous intention to use e-learning, thereby enriching the understanding of psychological factors that sustain technology adoption in higher education contexts.
Findings show that self-efficacy significantly influences perceived ease of use and perceived usefulness. Perceived ease of use affects perceived enjoyment and usefulness, while perceived usefulness and perceived behavioral control influence satisfaction, which, in turn, affects continued intention. Perceived enjoyment also positively impacts continuous intention, and continuous intention strongly predicts actual use. However, subjective norm and perceived usefulness do not significantly affect the intention to continue. These findings highlight key psychological and behavioral factors supporting sustained e-learning use and extend understanding of technology acceptance and continued engagement in digital learning environments.
Educational institutions and e-learning developers should enhance interactive, user-friendly features, provide continuous technical support and training to improve students’ self-efficacy, and create engaging learning environments that increase enjoyment and satisfaction, thereby strengthening students’ continuous intention to use e-learning platforms.
For researchers, it is recommended to explore additional psychological, technological, and contextual factors that affect continuous intention to use e-learning and to apply diverse research methods with broader samples to improve the generalizability and depth of the findings.
The results imply that universities should enhance students’ self-efficacy and create engaging, user-friendly e-learning environments to encourage sustained use. Moreover, since enjoyment and satisfaction strongly influence continued intention, institutions should focus on providing meaningful, enjoyable learning experiences rather than relying solely on social or perceived usefulness.
Future research could expand this study by incorporating additional variables, such as social influence, system quality, and learning outcomes, and by examining different educational contexts and longitudinal data to understand better the long-term determinants of students’ continued intention to use e-learning platforms.
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