Abstract: The electronic portfolio (ePortfolio) is learner-centred, and its effectiveness depends on the learners’ long-term use. Thus, it is proper to conduct the study from the learners’ perspectives. Currently, most research on the use of the ePortfolio is in the form of cross-sectional studies, and it is difficult to find the reasons for the changes in students’ beliefs with regard to the long-term use of the ePortfolio. Based on the longitudinal test, this study explained the students’ continuous use of ePortfolio and the changes in their beliefs. With 122 samplers in the adoption–continuous stage (t 1–t 2) and 117 samplers in the continuous stage (t 2–t 3), this study demonstrates that in continuous use stage (t 2–t 3), perceived ease of use still influences the users’ perceived usefulness (PU) and attitude towards the ePortfolio. Attribution significantly moderates the users’ beliefs from the adoption stage (t 1) to the continuous use stage (t 2). However, the moderating effect of attribution in the continuous use stage (t 2–t 3) is insignificant; satisfaction and attribution are the key factors driving the users’ continuous intention towards the ePortfolio rather than PU and attitude. Meanwhile, satisfaction and attribution will change because of the users’ expectation disconfirmation, and it will influence the users to continue using ePortfolio.
2240118 VZZNZKVJ items 1 apa default asc
Hsieh, T.-C., Chen, S.-L., & Hung, M.-C. (2015). Longitudinal test of ePortfolio continuous use: an empirical study on the change of students’ beliefs. Behaviour & Information Technology, 34(8), 838–853. https://doi.org/10.1080/0144929X.2014.907344