Vol. 14 No. 86 (2025): Continuous Edition (February – December 2025)
Articles

Factors affecting online learners’ continuous learning intention: Structural equation based on expectation-confirmation model

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  • Abdullah M. Almanie
Abdullah M. Almanie
King Saud university, Saudi Arabia.
Author Biography

Full professor, Educational Administration, College of Education, King Saud university, Saudi Arabia.

DOI: https://doi.org/10.34069/AI/2025.86.02.3

Published 2025-02-28

Keywords

  • Continuous Learning Intention, Structural Equation, Expectation -Confirmation Model, online learning, continued learning willingness.

How to Cite

Almanie, A. M. (2025). Factors affecting online learners’ continuous learning intention: Structural equation based on expectation-confirmation model. Amazonia Investiga, 14(86), 28–40. https://doi.org/10.34069/AI/2025.86.02.3

Copyright (c) 2025 Abdullah M. Almanie

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

As the number of online learning users continues to grow, exploring how to generate and maintain users' willingness to continue learning and improving user retention rates has become an important condition for the effective development of online learning. Based on the Expectation -Confirmation Model perspective, this study explores the impact of expectation confirmation, learning satisfaction, perceived usefulness, curiosity, and attitude on online learners' willingness to continue learning. Using structural equation model analysis, it is found that attitude has an important impact on continued learning willingness. Expectation confirmation, learning satisfaction, and curiosity have a certain impact on continuous learning intention, while perceived usefulness has no impact on continuous learning intention. Based on the above research findings, this study puts forward four suggestions to enhance online learners’ willingness to continue learning.

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