1 s2.0 S0736585315000234 Main

Telematics and Informatics 32 (2015) 701719
Contents lists available at ScienceDirect
Telematics and Informatics

journal homepage: www.elsevier.com/locate/tele
Factors affecting the e-learning outcomes: An integration

of TAM and IS success model
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Hossein Mohammadi
Department of Public Administration, Allameh Tabatabai University, Tehran, Iran
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a r t i c l e i n f o a b s t r a c t
Article history: The purpose of this paper is to examine an integrated model of TAM and IS success model
Received 14 December 2014 to explore the effects of quality features, perceived ease of use, perceived usefulness on
Received in revised form 28 February 2015 users intentions and satisfaction and their effects on e-learning outcomes such as actual
Accepted 4 March 2015
use and perceived learning assistance, alongside the mediating effect of usability towards
Available online 17 March 2015
use of e-learning in Iran. Based on the e-learning user data collected through a survey,
structural equations modeling (SEM) and path analysis were employed to test the research
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Keywords:
model. The results revealed that intention and user satisfaction both had positive
E-learning
Quality
effects on actual use of e-learning. System quality and information quality were found
Satisfaction to be the primary factors driving users intentions and satisfaction towards use of e-learn-
Intention ing. E-learning outcomes such as actual use and perceived learning assistance were posi-
Actual use tively predicted by satisfaction and intention. At last, perceived usefulness mediated
Perceived learning assistance the relationship between ease of use and users intentions. The sample consisted of e-learn-
ing users of four public universities in Iran. Past studies have seldom examined an inte-
grated model in the context of e-learning in developing countries. Moreover, this paper
tries to provide a literature review of recent published studies in the eld of e-learning.
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2015 Elsevier Ltd. All rights reserved.

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1. Introduction
To meet educational purposes and students demands, e-learning development emerges to be a catalyst for today educa-
tional institutions (Dominici and Palumbo, 2013; Alsabawy et al., 2013). E-learning can be dened as a dynamic and immedi-
ate learning environment through the use of internet to improve the quality of learning by providing students with access to
resources and services, together with distant exchange and collaboration (Jeong and Hong, 2013; Dominici and Palumbo,
2013). E-learning supports learners with some special capabilities such as interactivity, strong search, immediacy, physical
mobility and situating of educational activities, self-organized and self-directed learning, corporate training, personalized
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learning, and effective technique of delivering lesson and gaining knowledge (Martin and Ertzberger, 2013; Viberg and
Gronlung, 2013; Dominici and Palumbo, 2013; Jeong and Hong, 2013; Bidin and Ziden, 2013). E-learning has a positive
impact on both teachers and students in that it positively affects the duration of their attention, learning and training tenac-
ity, and their attitudes towards collaboration and interaction (Ozdamli and Uzunboylu, 2014; Chen and Tseng, 2012). Past
studies have indicated that anywhere and anytime learning and access to information and communication are facilitated
through using e-learning (Pena-Ayala et al., 2014; Islam, 2013; Chen and Tseng, 2012; Ho and Dzeng, 2010). Kratochvl
Address: Pars Pamchal Alley, Block 17, No 2, Naghshe Iran St. Ansar Alhossein St. Second Square, Kosar, Qazvin, Iran. Tel.: +98 9192864512, +98
9370845268.
E-mail address: Hossein662@gmail.com.
http://dx.doi.org/10.1016/j.tele.2015.03.002
0736-5853/ 2015 Elsevier Ltd. All rights reserved.
702 H. Mohammadi / Telematics and Informatics 32 (2015) 701719
(2013) and Abachi and Muhammad (2013) note that all individuals involved in e-learning are fond of using it towards learn-
ing because of exible access in terms of time, space, and pace and online collaborative learning. However, demand for the
development of e-learning is increasingly growing; still the need for research on potential factors affecting e-learning
adoption like quality which is the heart of education and training in all countries (Ehlers and Hilera, 2012) and its outcomes,
is felt especially in the context of developing countries (Masoumi and Lindstrom, 2012), a fact that warrants investigation
into it. This is followed by the fact that Iranian students lack of preference for using e-learning, in spite of all pre-mentioned
advantages, has created a gap which is seen as a major obstacle in its mass usage and warrants investigation of its reasons.
This is in spite of the fact that, as Hassanzadeh et al. (2012) quoted, many Iranian applicants do not have any access to higher
education in face-to-face classes and E-learning systems can emerge as an alternative; whats more, satisfy and compensate
the weakness of traditional learning methods. So, if we inuentially make the best use of learning opportunities provided by
computer-mediated and internet-enabled platforms such as e-learning systems, a remarkable result will expect youth and
knowledge seekers.
Past studies have used information technology adoption theories such as Technology Acceptance Model (TAM),
Innovation Diffusion Theory (IDT) and the Unied Theory of Acceptance and Use of Technology (UTAUT) and the DeLone
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& McLeans model to explore e-learning users behavioral patterns. Some of these studies have taken the barriers and the
drivers of e-learning adoption into consideration (e.g., Islam, 2014, 2013, 2012; Sumak et al., 2011; Chen and Tseng,
2012). In this paper it is attempted to introduce an integrated model of TAM and DeLone & McLeans model for predicting
individuals actual use of e-learning system in Iran. As Li et al. (2012) note, it is essential to examine the relationship between
e-learners experiences, perceptions, and their behavioral intentions to use, because system use is an important indicator of
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the systems success.
Hassanzadeh et al. (2012), in their attempts to assess e-learning systems success in Iranian universities, identied tech-
nical system quality, educational system quality, content and information quality, service quality, user satisfaction, and
intention to use, inuential towards use of system, system loyalty, and goal achievement. Motaghian et al. (2013), in their
attempts to assess the inuence of IS-oriented, psychological and behavioral factors on instructors adoption of web-based
learning systems in Iran, identied that perceived usefulness, perceived ease of use, and system quality improve instructors
intentions to use web-based learning systems.
However, only a limited number of published works have applied an integrated model of IS success model and TAM to
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explore e-learning usage drivers and outcomes in the context of developing countries. This research, compared to
Hassanzadeh et al. (2012), tries to step forward to investigate the students perceptions of e-learning services on the associa-
tion of e-learning usage determinants and learning outcome based on an integrated model of TAM and IS success model and
provides a literature review of recent outstanding related studies in the context of e-learning which appear to be the main
contributions of the paper. This paper is focused on Iran as a developing country in the Middle East, which possesses a large
population of over 75 million individuals, 37 million of which according to Internetworldstats.com (2012) are internet users,
ranking Iran rst in the Middle East and fourth in Asia. This study attempts to ll a research gap by addressing the effects of
quality features of e-learning systems including educational quality, service quality, technical system quality, and content
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and information quality, accompanied with perceived ease of use and perceived usefulness on students satisfactions and
intentions towards learning outcomes such as actual use and perceived learning assistance, besides investigating mediating
effect of perceived ease of use on intention through perceived usefulness.
The remainder of the paper is structured as follows: we address literature review in the next section. This is followed by
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the presentation of the research hypotheses, discussion of ndings, conclusions, and nally recommendations for future
studies.
2. Literature review
Owing to complicated, interrelated, and multi-faceted nature of IS success, early attempts fell short in dening informa-
tion system success. To address this problem, a success model was presented by DeLone and McLean (1992) which was later
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modied to compensate for changing in IS over time. IS success model (DeLone and McLean, 2003) identied six components
of IS success as follows: system quality, information quality, and service quality, intention to use/use, user satisfaction, and
net benets. In IS success model, system use precedes user satisfaction and positive experience with use contributes to the
enhancement of satisfaction which sequentially leads to a higher intention to use (Petter et al., 2008). The revised IS success
model, as one of the most widely used model for IS success, has so far been frequently adopted to examine e-learning system
success.
The Technology Acceptance Model proposed by Davis and Bagozzi (Bagozzi et al., 1992) appears to be the most widely
used innovation adoption model. This model has been used in a variety of studies to explore the factors affecting individuals
use of new technology (Venkatesh and Davis, 2000). Davis (1989) suggests that the sequential relationship of belief-
attitude-intention-behavior in TAM, enables us to predict the use of new technologies by users. In fact, TAM is an adaptation
of TRA in regard to IS which notes that perceived usefulness and perceived ease of use determine an individuals attitudes
towards their intention to use an innovation with the intention serving as a mediator to the actual use of the system
(Mohammadi, 2015). Perceived usefulness is also considered to be affected directly by perceived ease of use
(Mohammadi, 2014). Table 1 presents the most related and outstanding studies in the area of e-learning usage.
H. Mohammadi / Telematics and Informatics 32 (2015) 701719 703
Table 1
Outstanding related studies in the area of e-learning usage.
Researcher Independent variable Dependent variable Key ndings

Cheng Information, service, system, and instructor Intention to use Information, service, system, and instructor
(2012) quality quality come to be as the key drivers of
employees perceptions with regard to e-
learning acceptance
Saba System quality, information quality, and System use, user satisfaction, and System quality, information quality, and
(2013) computer self-efcacy self-managed learning behaviors computer self-efcacy all affected system use,
user satisfaction, and self-managed learning
behaviors of student
Kim et al. System quality, information quality, and User satisfaction System quality, information quality, and
(2012) instructional quality instructional quality positively inuence user
satisfaction
Li et al. Service quality, course quality, perceived Intention, e-learning usage E-learning service quality, course quality,
(2012) usefulness, perceived ease of use, and self- perceived usefulness, perceived ease of use, and
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efcacy, system functionality and system self-efcacy directly affect, system functionality
response, system interactivity and system response indirectly affect, while
system interactivity insignicantly affects on
users intentions towards use
Chang Web quality, user value and user satisfaction Intention, e-learning usage Web quality signicantly and positively
(2013) inuences user value and user satisfaction;
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furthermore, he concluded that perceived value
and satisfaction play the antecedent role in
users intention towards use of e-learning
Wang and Communication quality, information quality, User satisfaction, loyalty Communication quality, information quality,
Chiu and service quality intention, and e-learning usage and service quality in his model showed that all
(2011) had signicant positive effects on user
satisfaction and loyalty intention to use the e-
learning system for interacting experience,
collaborating with others, and getting feedback
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Tajuddin System quality Learning satisfaction Revealed a positive relationship between
et al. learning satisfaction and system quality
(2013)
Tseng Quality of the e-learning system and learner E-learning effectiveness The most signicant determinants of e-learning
et al. attractiveness effectiveness were the quality of the e-learning
(2011) system and learner attractiveness; reduction in
the response time and waiting time for
materials to load was found to improve the
quality of the system; responsiveness of
instructors to learners questions, increased
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usage of multimedia features was gured out to

attract learners attention and eventually
improve his attractiveness
Islam Perceived usefulness, conrmation of initial Satisfaction, continuance Perceived usefulness, conrmation of initial
(2012) expectation, and system quality intention, e-learning usage expectation, and system quality signicantly
inuenced students satisfaction, sequentially
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satisfaction in addition to the fact that

perceived usefulness signicantly determined
continuance intention towards e-learning usage
Udo et al. Quality components such as assurance, Satisfactions, intention E-learning quality comprises ve components
(2011) empathy, responsiveness, reliability, and including assurance, empathy, responsiveness,
website content reliability, and website content that four of
which (except reliability) are valid and reliable
constructs to measure e-learning quality and
inuence learners satisfactions and intentions
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to attend in online courses

Alsabawy Perceived usefulness, IT infrastructure services User satisfaction, customer value, IT infrastructure services is vital in e-learning
et al. and organizational value service success through positively inuencing
(2013) perceived usefulness, user satisfaction,
customer value, and organizational value
Chang Perceived usefulness, perceived value, Intention Perceived value determines users intentions
(2013) perceived support, towards use of system. He also added that
perceived support had a signicant effect on
perceived usefulness of the e-learning system
Islam Perceived usefulness and perceived ease of use Perceived learning assistant, Three main constructs signicantly affect
(2013) perceived community building students perceptions including perceived
assistant, and perceived academic learning assistant, perceived community
performance building assistant, and perceived academic
performance which are inuenced by perceived
usefulness and perceived ease of use and how
an e-learning system is used
(continued on next page)

Table 1 (continued)
Researcher Independent variable Dependent variable Key ndings

Cheon System factors involving functionality and E-learning effectiveness Both system factors involving functionality and
et al. instructor factors involving self-efcacy instructor factors involving self-efcacy
(2012) contributes to greater e-learning effectiveness,
alongside the fact that learners computer self-
efcacy moderates the relationship between
system functionality and training effectiveness
Wang Personalized dynamic assessment developed by Learning effectiveness Personalized dynamic assessment
(2014) system automatically developed by system for each
learner strengthened students learning
effectiveness and facilitated their learning
achievements and disappeared misconceptions
Lee et al. E-portfolio Educational qualities E-portfolio results in the improvement of
(2012) educational qualities since teaching and
learning focus is transferred from supervisor-
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centered to student-centered learning and
research, as well as from technological control
to technological empowerment, e-portfolio
enables students to completely overcome to
their own learning and research practices
Islam Environmental, job-specic factors, Satisfaction, dissatisfaction Individuals satisfactions towards e-learning
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(2014) environmental factors were mostly resulted from both environmental
and job-specic factors while their
dissatisfactions were mostly resulted from only
environmental factors
Chen and Perceived usefulness, motivation to use, self- Intention Motivation to use and internet self-efcacy both
Tseng efcacy, computer anxiety had signicant positive effects while computer
(2012) anxiety had a signicant negative effect on
intention towards web-based e-learning.
Perceived usefulness and motivation to use
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were ultimately found key reasons for the
acceptance of e-learning system in their study
Moreno Perceived usefulness and effort expectancy, Satisfaction Disconrmation in the case of measuring
et al. disconrmation expectation before using the service, and
(2013) expectation in the case of measuring
expectation after using the service, occurs as the
most important in the model, perceived
usefulness and effort expectancy positively
affect satisfaction
Xu et al. Personalized e-learning Online learning effectiveness Personalized e-learning facilities and improves
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(2014) such as examination, satisfaction, online learning effectiveness in terms of

and self-efcacy examination, satisfaction, and self-efcacy
criteria
Gupna Quality of e-learning system Quality of teaching E-learning system radically changes the concept
et al. of education whether it is full time, part time, or
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(2013) a distant education program, quality of e-

learning system inuence the quality of
teaching in educational sector
2.1. Other related theories and studies
On the other hand, there are other related theories that deserve to be mentioned. These are theories such as Theory of
Planned Behavior (TPB) which discusses that adoption behavior is preceded by behavioral intention which in itself is a func-
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tion of the individuals attitude, their beliefs about the extent to which they can control a particular behavior and other
external factors; Social Cognitive Theory (SCT) is a framework for understanding, predicting, and changing behavior which
introduces human behavior as a result of the interaction between personal factors, behavior, and the environment; Diffusion
of Innovation Theory (IDT) which considers adoption of IS as a social construct that gradually develops through the pop-
ulation over time; the Decomposed Theory of Planned Behavior (DTPB), an extended version of TAM, which models per-
ceived ease of use and perceived usefulness as mediators of behavioral intention in which compatibility serves as an
antecedent for both of them, and the Unied Theory of User Acceptance of Technology (UTAUT) which notes that four
key constructs (performance expectancy, effort expectancy, social inuence, and facilitating conditions) are the main deter-
minants of consumers usage intention and behavior (Hanazadeh et al., 2014b).
2.2. E-learning
Networked devices are growingly used for educational purposes and have applied a radical change in the scope of educa-
tion (Hsu et al., 2013; Ehlers and Hilera, 2012). E-learning can be dened as making use of technology as a mediating tool for
learning through electronic devices which enable users to readily access information and interact with others online
(Wu et al., 2012). The learning styles falls into four categories comprises the computer-aided learning, e-learning, remote
learning, and on-line learning (Ho and Dzeng, 2010). The former three ones are the learning ways conducted through elec-
tronic media, such as CD, auxiliary software, interactive TV etc. The online learning is conducted through internet or intranet
to generate the interaction among learners, course, and teacher. E-learning indeed is a form of online learning; therefore,
online learning is called e-learning at present (Ho and Dzeng, 2010). E-learning seeks to improve the culture of equal
participation among students and teachers for them to share their efforts to gain greater success (Shippee and Keengwe,
2014) and better achieve the key educational objective which is the enhancement of learning effectiveness and efciency.
Thus, the students perceptions of e-learning technologies are of great importance and precede the successful integration
of these technologies in education (Ozdamli and Uzunboylu, 2014). Therefore, exploring the learners perceptions concerning
e-learning are of immense importance to researchers, because it helps educational institutions such as schools, colleges and
universities, and even organizations to get a real advantage by enabling enhanced understanding of key factors that affect
intention towards use of e-learning.
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3. Research model and hypotheses
In this section, the research variables and hypotheses are presented.

The IS success model theoretically supports the associations between determinants-satisfaction-behavior-outcomes of a
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system usage (Islam, 2013). Thus, based on the theoretical support from IS success model and TAM researches, it seems
logical to base a framework by incorporating e-learning antecedents including quality aspects, perceived ease of use and
usefulness, and learning outcomes including satisfaction, actual use, perceived learning assistance into a model. It deserves
mentioning that this framework could be justied by IS success and TAM models (Islam, 2013). Based on the technology
adoption researches ndings, we consider quality aspects, perceived ease of use and usefulness as e-learning usage
determinants and suggest that these constructs impact e-learning outcomes. On the other hand, according to IS success
model, an individuals use of IS systems is primarily determined by their satisfaction with use of that service. Therefore,
in this study, individuals use of e-learning system was preceded by their satisfaction. Satisfaction is a signicant measure
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of IS success and often regarded as the easiest and most useful way to evaluate an IS. On the other hand their learning is
believed to be improved when they are satised with the system and its a measure for learning effectiveness and develops
learning performance (Xu et al., 2014).
As Islam (2013) further added that, based on what Johnson et al. (2008) suggest, an online learning system can be useful
through helping the participants manage and control their learning process. This offers an inuential and signicant
constructs regarding individuals learning processes, known as perceived learning assistance. In other words, the use of
e-learning system provides participants with such assistance. Hence, we consider learning assistance as another e-learning
usage outcome. The reason behind these relationships is that online learning systems with high educational, information,
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service, and system quality are expected to offer an opportunity to learn more effectively and assist learners in process of
learning indirectly through satisfaction and intention to use. The indirect inuences are theoretically supported by the IS
success model (Islam, 2013).
As mentioned, many studies from different viewpoints have been conducted to nd a proper model. Hence, it is difcult
to accurately determine which approach is more important than another. One of the methods through which a more appro-
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priate answer can be found is investigating the commonalities of the approaches; i.e. variables emphasized by all scholars. In
this respect, as noted in the study, the critical factors and indicators of each factor are carefully extracted from previous
literature and have been considered in order to provide the decision makers and researchers with a comprehensive package
of factors affecting e-learning usage. Generally, by reviewing related literature, factors affecting the process of e-learning
usage were identied and hypothesized.
3.1. E-learning determinants

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Educational quality, as a new component to IS success model incorporated by Hassanzadeh et al. (2012), is seen as system
quality in terms of characteristics and features it can render to facilitate users learning and training (Hassanzadeh et al.,
2012). Educational quality can be dened as the extent to which an IS system managed to provide a conductive learning
environment for learners in terms of collaborative learning (Kim et al., 2012; Hassanzadeh et al., 2012). As Hassanzadeh
et al. (2012) concluded in their study, educational quality positively affects individuals satisfactions which is also conrmed
by Kim et al. (2012) who found that instructional quality have a signicant positive effect on user satisfaction. Educational
quality, therefore, is assumed to have a positive effect on individuals satisfaction; however, it is assumed to have a positive
effect on intention as well.
H1. Educational quality positively affects user satisfaction.

H2. Educational quality positively affects intention.
Service quality constitutes the quality of the support that users receive from the IS (Wang and Wang, 2009) such as train-
ing (Petter and McLean, 2009) and helpdesk. The inclusion of this success dimension is not undoubted, since it normally seen
as subordinate to system quality in the model, but some researchers claim that it could stand as an independent variable
owing to the great change in IS role in recent years (Wang and Liao, 2008). Service quality has been found to have a signi-
cant positive effect on satisfaction in e-learning context (Xu et al., 2014; Poulova and Simonova, 2014; Tajuddin et al., 2013;
Wang and Chiu, 2011; Roca et al., 2006), and on intention to use e-learning system in some studies (Hassanzadeh et al., 2012;
Cheng, 2012; Li et al., 2012; Wang and Chiu, 2011; Ramayah et al., 2010). In this study, service quality is assumed to have a
positive impact on both individuals satisfaction and their intentions.
H3. Service quality positively affects user satisfaction.

H4. Service quality positively affects intention.
In IS Success Model proposed by DeLone and McLean (2003), technical system quality refers to technical success and the
accuracy and efciency of the communication system that produces information; in fact, it constitutes the desirable char-
acteristics and measures of an IS and relates to the presence and absence of a bug in system (Rabaai, 2009). Technical system
quality has been found to have a signicant positive effect on satisfaction in e-learning context (Alsabawy et al., 2013;
Motaghian et al., 2013; Saba, 2013; Tajuddin et al., 2013; Hassanzadeh et al., 2012; Kim et al., 2012; Islam, 2012; Wang
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and Chiu, 2011; Rai et al., 2009; Wu et al., 2008), and on intention to use e-learning system (Islam, 2012; Cheng, 2012; Li
et al., 2012; Wang and Chiu, 2011; Ramayah et al., 2010). Technical system quality, thus, is assumed to have a positive effect
on both individuals satisfaction and their intentions.
H5. Technical system quality positively affects user satisfaction.
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H6. Technical system quality positively affects intention.
The success dimension content and information quality represents the desirable characteristics of an ISs output (Petter
and McLean, 2009). An example would be the information the system and student can generate using the e-learning system.
Thus, it includes measures focusing on the quality of the information that the system generates and its usefulness for the
user. Information quality is often seen as a key antecedent for user satisfaction (Saba, 2013; Kim et al., 2012;
Hassanzadeh et al., 2012; Wang and Chiu, 2011, Roca et al., 2006), and for intention to use e-learning system (Cheng,
2012; Wang and Chiu, 2011; Ramayah et al., 2010). In this study, therefore, content and information quality is assumed
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to have a positive impact on both individuals satisfaction and their intentions.
H7. Content and information quality positively affects user satisfaction.

H8. Content and information quality positively affects intention.
Perceived ease of use is dened as the degree to which a person believes that using a particular system would be free of
effort (Davis, 1989), which is an imminent acceptance driver of new technology-based applications (Venkatesh, 2000). The
effect of perceived ease of use on intention towards use of e-learning is revealed in some past studies (e.g., Islam, 2013; Chow
et al., 2012; Chen and Tseng, 2012; Li et al., 2012; Sumak et al., 2011; Liu et al., 2010a). As a result, the greater the perceived
ease of use of e-learning system, the more positive is the intention towards its usage; thus greater the likelihood that it will
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be used. Moreover, perceived ease of use is assumed to have an indirect effect on intention to use through perceived useful-
ness in e-learning context as well (Chen and Tseng, 2012). Therefore, perceived ease of use is further expected to have an
indirect effect on users intentions via perceived usefulness.
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H9. Perceived ease of use positively affects intention.

H10. Perceived ease of use positively affects perceived usefulness.
Perceived usefulness is a key determinant of intention, which encourages 21st century IS users to adopt more innovative
and user-friendly technologies that give them greater freedom (Pikkarainen et al., 2004). In fact, an individuals willingness
to use a specic IS for their activities depends on their perception of its use (Hanazadeh et al., 2014a). Perceived usefulness
has been found to have a signicant positive effect on usage intention towards use of e-learning services (Islam, 2013; Chen
and Tseng, 2012; Chow et al., 2012; Li et al., 2012; Cheng et al., 2012; Islam, 2012; Sumak et al., 2011; Liu et al., 2010a). As a
consequence, the greater the perceived usefulness of e-learning system, the more positive is the intention; thus greater the
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likelihood that it will be used.
H11. Perceived usefulness positively affects intention.
3.2. E-learning outcomes
Rather than to sell, to supply, or to serve, the main objective of every business is to satisfy the needs and meet the satisfac-
tion of its users (Dominici and Palumbo, 2013). Satisfaction is dened as the individuals perceptions of the extent to which
their needs, goals, and desires have been fully met (Sanchez-Franco, 2009) and refers to their overall view of IS (Wang and
Wang, 2009). It sounds better to note that user satisfaction refers to the extent to which users are pleased with IS and sup-
port services (Petter et al., 2008). The updated IS success model assumes that system use precedes user satisfaction which
leads to an increased satisfaction which sequentially results in a higher intention to use (Petter et al., 2008). Satisfaction has
been found to have a signicant positive effect on intention towards use of e-learning services in some studies (Chang, 2013;
Islam, 2012; Hassanzadeh et al., 2012; Udo et al., 2011; Petter et al., 2008; Roca et al., 2006). Satisfaction has been found to
have a signicant positive effect on actual use as well. Hassanzadeh et al. (2012) in their study uncovered the positive effect
of satisfaction on actual use of e-learning system. Therefore, in the context of this study, satisfaction assumed to have a posi-
tive impact on both intention to use and actual use. On the other hand, considering that academic outcomes refer to the mas-
tering and perceived mastering of the materials, Hsieh and Cho (2011) gured out, there exists to be a strong relationship
between satisfaction and e-learning outcomes. Johnson et al. (2008) asserted that the e-learning system provides learning
assistance to the students in their courses, and thus students remain satised and achieve better course performance.
Satisfaction can be considered as a signicant measure of learning effectiveness and learners self-efcacy. Individuals
who are satised with the system are more likely to make an effort to be effective, thus assists achieving better learning out-
comes (Xu et al., 2014). Therefore, we assume that satisfaction positively associated with learners perceived learning
assistance.
H12. Satisfaction positively affects intention.

H13. Satisfaction positively affects actual use.
H14. Satisfaction positively affects perceived learning assistance.
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Intention, which is the main dependent variable identied in the studies conducted based on the TAM, is dened as the
likelihood that an individual will use an IS. Intention plays a critical role in the actual use of a new technology (Davis, 1989).
Intention to use can also be considered as an attitude (DeLone and McLean, 2003). In the acceptance domain, some research-
ers have studied the relationship between intention and actual use in e-learning context (e.g., Chow et al., 2012;
Hassanzadeh et al., 2012; Alkhalaf et al., 2012). Petter et al. (2008) note that to refrain more complexity, IS success model
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did not distinct between intention to use and system use in their updated model, but intention to use is generally an individ-
ual level construct. Venkatesh et al. (2003) conrms the positive relationship between intention to use and actual use. Thus,
in the context of this study, intention assumed to have a positive impact on actual use.
H15. Intention positively affects actual use.
Past studies indicated that use of e-learning systems may help individuals in their learning activities from various
aspects: faster interaction with those of shared interests (Zheng et al., 2013; Liu et al., 2010b), individualized (based on
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individual learning styles, approaches, abilities), self-regulated (learners determine their own learning content, possibility
of follow ones own plans, quick access to overall goal of learning, fullling learning in either formal or informal settings
through collaboration (Huang et al., 2012), self-organized, voluntary, less formal, and open participatory learning opportuni-
ties it offers (Fang and Chiu, 2010; Lu and Yang, 2011), and faster information sharing and exchange even with no previous
social ties (Kim et al., 2011). Some studied have also uncovered that e-learning systems enable individuals with such a learn-
ing in which they create and receive knowledge through discussions and interactive sharing, offering resolution and novel
insight (Hung and Cheng, 2013), and this facilitates problem solving and critical thinking skills through enhanced engage-
ment (Liaw et al., 2007). Therefore, individuals are supposed to learn better when they explore things by themselves
(Hung and Cheng, 2013), and this implies that the use of e-learning systems may contribute to the improvement of learning
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effectiveness among individuals by providing them self-directed learning opportunities (Fang and Chiu, 2010; Lu and Yang,
2011). As Xu et al. (2014) indicated, the learning outcomes should be measured and assessed through learning performance,
and learners performance and achievements can be measured by their effectiveness. As Xu et al. (2014) note, e-learning sys-
tems provide learners with self-evaluation which allows them to assess their learning performance and distinct their learn-
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ing weaknesses; therefore, learners using online learning platforms typically show higher perceived learning performance
than those who do not. Troussas et al. (2013) who put collaboration among learners into consideration in a computer
assisted learning environment, found that effective collaborative learning results when students appropriately perceive
the signicance of working actively with others in order to learn and act in ways which improve the educational procedure
and emphasize the value of cooperation. Furthermore, As Islam (2013) noted, some studies concluded that individuals inter-
act more effectively when a social structure enables them to access a large number of contacts and interactions and makes
the information sharing faster (Cho et al., 2007; Ortiz et al., 2004). As he asserted, in his study on investigating e-learning
system usage, use of e-learning positively affects perceived learning assistance. It, therefore, is assumed that use of e-learn-
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ing systems, which assists individuals in learning more inuentially through enhanced engagement, positively inuences
their perceived learning assistance. Table 2 lists the dimensions and denitions; Fig. 1 shows the conceptual model.
H16. The use of e-learning system positively affects individuals perceived learning assistance.
4. Instrument development
The nal structured instrument was used to collect data using a seven-point Likert scale: perceived usefulness and per-
ceived ease of use were adopted from Kim and Mirusmonov (2010), intention to use from Lin (2011), system, service, and
information quality, and satisfaction from DeLone and McLean (2003), and educational quality along with actual use from
Hassanzadeh et al. (2012).
To ensure the validity of the instrument, the rst Conrmatory Factor Analysis (FCFA) was taken. Studying the interior
structure of a collection of indices and validity measures, this approach sought to evaluate factor loadings and relationships
between a collection of indices and their corresponding factors. As seen in Table 3, in the FCFA of sample group (20% of total),
Table 2
Denitions of dimensions.
Construct Denition Source

Educational quality A conductive learning environment in terms of collaborative learning offered by e-learning Kim et al. (2012) and
system Hassanzadeh et al. (2012)
Service quality The quality of the support that users receive from e-learning system Petter et al. (2008)
Technical system The desirable characteristics and features of e-learning system and components Petter et al. (2008)
quality
Information quality The desirable characteristics and features of the output and the quality of learning content Petter et al. (2008)
of the e-learning system
Perceived ease The degree to which a person believes that using the e-learning system would enhance his Davis (1989)
usefulness or her job performance
Perceived ease of The degree to which a person believes that using the e-learning system would be free of Davis (1989)
use effort.
Satisfaction The extent to which users believe that their needs, goals, and desires have been fully met Sanchez-Franco (2009)
through using the e-learning system
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Intention to use Key likelihood that an individual will use the e-learning system Schierz et al. (2010)
Perceived learning User perception of the extent to which he/she believes that e-learning system will actually Islam (2012)
assistance assists their learning and ability to learn
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Educational
Quality
H1
H2
Service
quality H3
H4 Satisfaction
H14 Learning
Technical H5 Assistance
system quality H13
H6 H12
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H16
Information H7
Actual use
quality H8 H15
Intention
Perceived ease
of use H9
H10
Perceived H11
usefulness
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Fig. 1. Research model.
except for four indices, almost all indices received the standardized factor loadings larger than the recommended value (0.4);
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thus, having excluded the invalid indices, the model was tested with other selected indices so that the instrument to be valid.
4.1. Data collection
The research aimed to understand the e-learning satisfaction and intention towards learning outcomes such as actual use
of e-learning and perceived learning assistance in Tehran early 2014. This period was marked by recent developments in Iran
which push researchers and educators to take a pedagogical view towards developing educational applications to promote
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teaching and learning; hence, this study offers an appropriate window for studying learners perspectives about the effects of
e-learning usage determinants and its role on e-learning outcomes. The sample is taken from the students of four public uni-
versities of Tehran including Elm-o-Sanat, Amir Kabir, Shahid Beheshti, and Tehran universities. All these universities make
use of e-learning systems and software, known as ETS standing for Electronic Training System, which are mostly the same
in features and components rendered to learners and instructors. Universities e-learning systems were checked before being
selected for the sample research of this study based on which four pre-mentioned universities were nally singled out. The
nal questionnaire was arrived at after examining theoretical literature and studies undertaken by previous researchers
based on which indices were selected (Table 3).
The research used stratied sampling since it was concerned with different attributes of research population. The
research model uses a cross-sectional survey. In fact, the research model is investigated based on views expressed by the
respondents at one point of time. This approach, as one of the common approaches, was taken due to theoretical and survey
limitations. In the Cochran formula for nite population, with Z a2 value of about 1.96, e value less than 0.1 of about 0.099 and
q value of about 0.5, each university was calculated at a minimum of 81. Students had to conrm they are users of e-learning
system before the questionnaire was released to them. A total of 420 students were selected. Next, participants were
Table 3
The research instrument.
Construct Question Source Factor loading

Educational quality E-learning assures the presents of students Chang and Chen (2009) 0.77
E-learning provides collaborative learning Hassanzadeh et al. (2012) 0.71
E-learning provides required facilities such as chat and forum Lee (2010) 0.69
E-learning provides possibility of communicating with other students Lee (2010) 0.66
E-learning provides possibility of learning evaluation Hassanzadeh et al. (2012) 0.32
E-learning is appropriate with my learning style Vernadakis et al. (2011) 0.63
Service quality E-learning provides a proper online assistance and explanation Wang and Wang (2009) 0.78
E-learning department staff responds in a cooperative manner Au et al. (2008) 0.81
E-learning provides me with the opportunity of reecting views Andrade and Bunker (2009) 0.73
E-learning provides me with courses management Au et al. (2008) 0.66
Technical system quality E-learning is aesthetically satisfying Ho and Dzeng (2010) 0.54
E-learning optimizes response time DeLone and McLean, 2003 0.76
E-learning is user friendly Ozkan and Koseler (2009) 0.63
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E-learning provides interactive features between users and system Ozkan and Koseler (2009) 0.62
E-learning possesses structured design Ho and Dzeng (2010) 0.74
E-learning has exible features Au et al. (2008) 0.66
E-learning has attractive features Wang et al. (2007) 0.83
E-learning is reliable Ozkan and Koseler (2009) 0.71
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E-learning is secure Ozkan and Koseler (2009) 0.67
Information quality E-learning provides information that is relevant to my needs Au et al. (2008) 0.82
E-learning provides comprehensive information Ho and Dzeng (2010) 0.64
E-learning provides information that is exactly what I want Wang and Wang (2009) 0.72
E-learning provides me with organized content and information Ozkan and Koseler (2009) 0.60
E-learning provides up to date content and information Wang and Liao (2008) 0.65
E-learning provides required content and information Wang et al. (2007) 0.57
Perceived ease of use E-learning is easy to use Wang and Liao (2008) 0.64
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E-learning is easy to learn DeLone and McLean, 2003 0.69
E-learning is easy to access DeLone and McLean, 2003 0.34
E-learning is easy to understand DeLone and McLean, 2003 0.49
E-learning is convenient DeLone and McLean, 2003 0.74
Perceived usefulness E-learning helps to save time DeLone and McLean, 2003 0.64
E-learning helps to save cost Ho and Dzeng (2010) 0.48
E-learning helps me to be self-reliable Chiu and Wang (2008) 0.64
E-learning helps to improve my knowledge Hassanzadeh et al. (2012) 0.69
E-learning helps to improve my performance Hassanzadeh et al. (2012) 0.73
E-learning is effective DeLone and McLean, 2003 0.76
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E-learning is efcient DeLone and McLean, 2003 0.64

Satisfaction E-learning is enjoyable DeLone and McLean, 2003 0.75
I am pleased enough with e-learning system Lee (2010) 0.64
E-learning satises my educational needs Lee et al. (2009) 0.63
I am satised with performance of system Wu et al. (2010) 0.37
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E-learning is pleasant to me Lee (2010) 0.57

E-learning give me self-condence DeLone and McLean, 2003 0.59
Intention to use I tend to use e-learning system Lin (2007) 0.54
I believe that use of e-learning is available Lin (2007) 0.31
I am likely to use e-learning system in the near future Lin (2011) 0.66
Actual use I use e-learning on daily basis DeLone and McLean, 2003 0.57
I use e-learning frequently DeLone and McLean, 2003 0.56
I visit e-learning often DeLone and McLean, 2003 0.49
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Learning assistance E-learning provides exibility of learning with regard to time and place Islam (2012) 0.82
E-learning assists learning performance Islam (2012) 0.86
E-learning assists learning efciency Islam (2012) 0.87
E-learning assists learning motivation Islam (2012) 0.81
intercepted in randomly chosen faculties where questionnaires were physically administered to them. There were a total of
105 questionnaires for each university in three main faculties, out of which 390 were gathered. This research is practical in
nature and the goal was to conduct it from an extensive perspective; it was thus, exploratory and descriptive in approach.
Alpha Cronbach for the questionnaire emerged to be 0.839.
2
N Z a2 p q
N 2
1
e2 N 1 Z a2 p q
Formula 1. Cochran formula for nite population
5. Data analyses
5.1. Response rate and representatives
Table 4 summarizes the response rate. Three hundred and ninety out of four hundred twenty questionnaires were col-
lected with valid data. The discard rate was low.
The total population of Iranian students by sex and age group was obtained from Iran Center of Census and Statistics. This
was compared to the gender and age distribution of the sample in order to test its representativeness. In terms of gender, the
distribution of the sample was 51.8% male and 49.2% female. According to the Technology and Science Ministers latest
report, by end of 2013, the male to female population of student ratio in Iran was 47% and 53%; thus the sample appeared
to be representative in terms of gender distribution. Having analyzed the demographic characteristics of e-learning students,
it was concluded that most of them (87.7%) were in the age group of 2030 years followed by those in the age group of
20- years (12.3%). The population of Iranian e-learning students shared a similar age distribution of 78% and 22%
respectively. This indicates that the sample is representative of the Iranian e-learning population. In addition, MA students
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(71.8%) dominated other groups. Table 5 presents the demographic characteristics of the sample.
5.2. Exploratory and conrmatory analysis
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To perform an exploratory analysis, convergent and discriminant validities and scale reliability are considered (Fraering
and Minor, 2005). Convergent validity measures whether items can effectively reect their corresponding factors, while dis-
criminant validity measures whether two factors are statistically different from each other (Anderson and Gerbing, 1988).
Following the two-step approach proposed by Anderson and Gerbing (1988), we rst examined the measurement model
to test its reliability and validity. Then we examined the structural model to test the model tness and the relationships
between variables.
Table 6 lists Average Variance Extracted (AVE), Composite Reliability (CR), R square (R2), Communality, and Cronbach
alpha values, and standardized factor loadings. As seen in Table 6, almost all factor loadings are larger than 0.4, while t-val-
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ues (shown in Fig. 2) indicate that all of them are signicant at 0.05. All AVEs exceed 0.5, all CRs (the degree to which items
are free from random error and therefore render consistent results) exceed 0.7, and all communalities exceed 0.7 showing
minimally accepted construct reliability (Gefen et al., 2000). Thus, the scale has a good convergent validity. In addition, all
alpha values are larger than 0.7, showing good reliability (Nunnally, 1978).
On the other hand, intention with an R2 of about 0.63 is proven to be well predicted by its predictors and the remaining
0.36 is the prediction error. Besides, satisfaction, with an R2 of about 0.22 is partially forecasted by its predictor, and the
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Table 4
Sample selection.
University Students (N) in each university n for each university Frequency of sample/population Percentage (%)
Elm-o-Sanat 500 81 97/105 24.6
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Shahid Beheshti 550 81 98/105 25.6

Amir Kabir 580 81 97/105 24.6
Tehran 500 81 98/105 25.1
Total 2130 324 390/420 100
Table 5
The demographic characteristics of the sample.
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Frequency Percentage
Gender
Female 192 49.2
Male 198 51.8
Total 390 100.0
Age
20- 48 12.3
2030 342 87.7
Total 390 100.0
Education
BA 110 28.2
MA 280 71.8
Total 390 100.0
Table 6
Main statistics.
Factor Item Standardized loading AVE CR R square Communality Alpha

Actual use Act1 0.72 0.8354 0.8775 0.7373 0.8354 0.8655
Act2 0.72
Act3 0.67
Ease of use Eas1 0.86 0.7813 0.8674 0.7813 0.8551
Eas2 0.82
Eas3 0.88
Eas4 0.86
Learning assistance Lea1 0.82 0.7240 0.9120 0.3477 0.7240 0.8919
Lea2 0.86
Lea3 0.89
Lea4 0.81
Educational quality Edu1 0.79 0.7623 0.8691 0.7623 0.8605
Edu2 0.78
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Edu3 0.71
Edu4 0.74
Edu5 0.73
Information quality Inf1 0.83 0.7669 0.8750 0.7669 0.8692
Inf2 0.72
Inf3 0.81
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Inf4 0.76
Inf5 0.80
Inf6 0.86
Intention to use Int1 0.78 0.8605 0.8799 0.6312 0.8605 0.8589
Int2 0.78
Satisfaction Sat1 0.86 0.7578 0.8779 0.2228 0.7578 0.8586
Sat2 0.82
Sat3 0.84
Sat4 0.76
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Sat5 0.79
Service quality Ser1 0.87 0.7705 0.8641 0.7705 0.8501
Ser2 0.86
Ser3 0.82
Ser4 0.87
System quality Sys1 0.80 0.7735 0.8842 0.7735 0.8819
Sys2 0.81
Sys3 0.82
Sys4 0.73
Sys5 0.85
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Sys6 0.74
Sys7 0.80
Sys8 0.84
Sys9 0.77
Perceived usefulness Per1 0.74 0.7616 0.8739 0.0230 0.7616 0.8679
Per2 0.85
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Per3 0.82
Per4 0.89
Per5 0.83
Per6 0.89
Per7 0.88
remainder 0.77 is the prediction error. Therefore, users intention is proved to be a strong predictor of their actual use of
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e-learning. At last, actual use with an R2 of about 0.73 is proven to be well predicted by its predictors which are users
intentions and satisfaction. Furthermore, perceived learning assistance with an R2 of about 0.34 is proven to be inuentially
predicted by its predictors which are actual use and satisfaction. Moreover, the indices used for satisfaction, intention,
actual use, perceived learning assistance gained larger factor loadings than the recommended values which underlines
their careful selection.
To examine the discriminant validity, the squared roots of the AVEs are compared with the factor correlation coefcients.
As listed in Table 7, for each factor, the square root of AVE is larger than its correlation coefcient with other factors, showing
good discriminant validity (Gefen et al., 2000). In the second step, we employed structural equations modeling by LISREL
8.80 to estimate the structural model.
5.3. Path coefcient
As listed in Table 8, among the factors inuencing satisfaction, information quality (c = 0.29, p < 0.01) and technical sys-
tem quality (c = 0.29, p < 0.01) showed the greatest effects, educational quality (c = 0.26, p < 0.01) and service quality
Educational
quality
.26
.05 **
Service
.21
quality .2 **
Satisfaction
*** .34
.29
*** Learning
Technical ** assistance
.18
system quality .23 .52 ***
*** .43
***
.29 ***
Information **
Actual use
quality .14 .83
** Intention ***
Perceived ease .06

of use
.16
**
.52
Perceived ***
usefulness
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Chi-Squere=2540, df=890, P-value=0.00000, RMSEA=0.051
Fig. 2. Standard coefcients and signicance values.
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Table 7
The square root of AVE (italic at diagonal) and correlation coefcients.
ACT EAS ASS EDU INF INT SAT SER SYS USE
ACT 0.9140
EAS 0.2809 0.8839
ASS 0.8456 0.2131 0.8508
EDU 0.0875 0.6039 0.0765 0.8730
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INF 0.5938 0.2927 0.4136 0.2311 0.8757
INT 0.8859 0.1829 0.6759 0.0575 0.5221 0.9276
SAT 0.4216 0.0253 0.5215 0.1569 0.2664 0.2237 0.8705
SER 0.5845 0.1296 0.2458 0.1054 0.6000 0.5277 0.2208 0.8777
SYS 0.4418 0.0965 0.5492 0.3416 0.4084 0.6015 0.0090 0.5352 0.8794
USE 0.1027 0.1518 0.2344 0.1302 0.1302 0.1291 0.7979 0.1328 0.1283 0.8726
Table 8
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Path coefcients and signicances.
Question Path Path coefcient Supported or not

H1 Educational Satisfaction 0.26 Yes
H2 Educational Intention 0.05 No
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H3 Service Satisfaction 0.21 Yes

H4 Service Intention 0.2 Yes

H5 System Satisfaction 0.29 Yes

H6 System Intention 0.23 Yes

H7 Information Satisfaction 0.29 Yes

H8 Information Intention 0.14 Yes
H9 Ease of use Intention 0.06 No

H10 Ease of use Usefulness 0.16 Yes

H11 Usefulness Intention 0.52 Yes
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H12 Satisfaction Intention 0.52 Yes

H13 Satisfaction Actual use 0.18 Yes

H14 Satisfaction Learn assistance 0.34 Yes

H15 Intention Actual use 0.83 Yes

H16 Actual use Learn assistance 0.43 Yes

Signicance codes: 0.001, 0.01, 0.05
(c = 0.21, p < 0.01) had signicant paths as well. Among the factors inuencing intention, technical system quality (c = 0.23,
p < 0.001), and service quality (c = 0.2, p < 0.001), information quality (c = 0.14, p < 0.01) had respectively signicant positive
paths. However, educational quality (c = 0.05) showed no signicant effect in this regard. Perceived usefulness (b = 0.52,
p < 0.001) had signicant positive path towards intention, while perceived ease of use (c = 0.06) showed no signicant effect
on the intention. Furthermore, perceived ease of use (c = 0.16, p < 0.01) had a signicant effect on perceived usefulness.
Satisfaction (b = 0.52, p < 0.001) also appeared to have a signicant positive path towards intention. It (b = 0.34, p < 0.001)
Table 9
The values of t indices.
Fit indices x2 =df (GFI) (IFI) (CFI) (NNFI) (NFI) (RMSEA)

Actual 2.85 0.83 0.92 0.92 0.90 0.92 0.05
Recommended <3 >0.80 >0.90 >0.90 >0.90 >0.90 <0.06
E1
.32
Usefulness E3
.43 .16 .67
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.27 Intention Actual use
..76
.05
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Ease of use
E2
Fig. 3. Path analysis of research model.
also emerged to be a signicant factor affecting perceived learning assistance. Finally, satisfaction (b = 0.18, p < 0.001) and
intention (b = 0.83, p < 0.001) both positively affected actual use of e-learning and actual use (b = 0.43, p < 0.001) positively
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affect perceived learning assistance. Therefore, all paths except H2 and H9 are supported. Path coefcients and their
signicances are listed in Fig. 2.
5.4. Measurement of the model tness
To ensure that the measurement model possesses a sufciently good model t, the overall model t is assessed in terms
of seven common measures: Normed x2- the ratio of x2 to the degree of freedom, Goodness of Fit Index (GFI), Comparative Fit
Index (CFI), Normed Fit Index (NFI), Non-Normed Fit Index (NNFI), Incremental Fit Index (IFI), and Root Mean Square Error of
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Approximation (RMSEA). A model t is usually considered strong when Normed x2 is smaller than 3, GFI is larger than 0.8,
CFI, NFI, NNFI, and IFI are larger than 0.9, and RMSEA is around 0.06. Table 9 lists the recommended and actual values of t
indices. The actual values of all t indices were better than the recommended values, showing a superior t.
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5.5. Path analysis
As seen in Fig. 3, the path to ease of use: usefulness-intention-actual use was tested via path analysis, in which the path
was proved to be signicant at q = 0.000. On the other hand, the path ease of use-intention did not prove to be signicant at
q = 0.000 which underlies the insignicant path coefcient derived from structural model. The ratio of path loading to stan-
dard error indicates that path loadings are greater than twice their standard errors showing convergent reliability; their vari-
ances also substantiate the decision to use. The results of path analysis involving regression coefcients and their
signicances are listed in Table 10.
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If the indirect path gains a greater effect than that of direct one, then indirect path would prove to be mediator that is a
direction which leads us to actual use faster. As showed in Table 11, to examine the mediating effect of perceived usefulness
in the relationship between ease of use and intention, both the direct and indirect effects of perceived ease of use were
tested. Given the insignicance of the path ease of use-intention (0.06), perceived ease of use can only affect intention
Table 10
The outcome of path analysis.
Path Regression b Standard error T-Value Sig Variance Supported

Ease of use Usefulness 0.27 0.121 6.144 0.000 Yes
Usefulness Intention 0.43 0.154 8.326 0.000 0.32 Yes
Ease of use Intention 0.05 0.109 1.043 0.840 No
Intention Actual use 0.76 0.179 9.759 0.000 0.16 Yes
Actual use 0.67
Table 11
Direct and indirect effects of ease of use.
Variable Direct effect Indirect effect Total effect Supported or not

H10 Ease of use Insignicant 0.52 * 0.16 = 0.028 0.083 Yes

Usefulness 0.52
through usefulness (0.083); therefore, the mediating role of usefulness (H10) is proven to be signicant at the 0.05
signicance level.
6. Discussion
In view of the fact that user satisfaction and intention both affect users actual use positively and perceived learning assis-
tance was well predicted by satisfaction and actual use, it can be concluded that educational quality, service quality, tech-
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nical system quality, and information quality those with signicant effects positively affects users actual use and
learning outcomes such as perceived learning assistance all indirectly and through satisfaction and intention. In fact, the
e-learning system posses users relative condence about educational quality, service quality, technical system quality,
and information quality; among which technical system quality appears to have a greater positive effect than others. This
conrms what Hassanzadeh et al. (2012) concluded in their study in which technical system quality was found to be the
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strongest factor affecting users satisfaction of e-learning system in Iran. Alsabawy et al. (2013), Motaghian et al. (2013),
Saba (2013), Tajuddin et al. (2013), Kim et al. (2012), and Islam (2012), in their studies into e-learning systems, found that
system quality positively affects user satisfaction as well, which corresponds with the studies undertaken by Wang and Chiu
(2011), and Rai et al. (2009), and Wu et al. (2008) in e-learning context. Islam (2012), Cheng (2012), Li et al. (2012), Ramayah
et al. (2010) and Wang and Chiu (2011) in their studies on e-learning usage concluded that system quality had a positive
effect on user intention. In this study, information quality is identied to be a followed signicant factor affecting e-learning
satisfaction that corresponds with Saba (2013), Kim et al. (2012), Hassanzadeh et al. (2012), Wang and Chiu (2011), and Roca
et al. (2006) studies which uncovered a positive relationship between information quality and satisfaction, and with Cheng
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(2012), Wang and Chiu (2011), and Ramayah et al. (2010) studies notifying that there exist to be a positive path between
information quality and intention. In this study, service quality is found to be a signicant factor driving e-learning satisfac-
tion, which is consistent with the studies undertaken by Xu et al. (2014), Poulova and Simonova, 2014, Tajuddin et al. (2013),
Wang and Chiu (2011), and Roca et al. (2006) who found service quality as a signicant contributor in increasing the users
satisfaction towards usage of e-learning system, and consistent with Hassanzadeh et al. (2012), Cheng (2012), Li et al. (2012),
Ramayah et al. (2010), and Wang and Chiu (2011) who discovered service quality as a signicant factor in determining users
intentions. Educational quality, in this study is proven to be least signicant factor on e-learning users satisfactions towards
actual use which corresponds with what Kim et al. (2012) and Hassanzadeh et al. (2012) concluded in their studies that
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educational system quality inuence on user satisfaction is less than other quality features; Although, educational system
quality was found not to have a signicant effect on users intention directly. The unsupported nding may be explained
by mandatory nature of the e-learning system for users which is concurrent with what Saba (2013) and Livari (2005)
concluded in their studies testing IS success model in a mandatory city government information system context.
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Perceived usefulness is also found to have a strong effect on e-learning usage intention which conrms the studies carried
out by Motaghian et al. (2013), Islam (2013), Chen and Tseng (2012), Chow et al. (2012), Li et al. (2012), Cheng et al. (2012),
Islam (2012), Sumak et al. (2011), Liu et al. (2010a), and Hong (2008).
Although, the studies conducted by Islam (2013), Motaghian et al. (2013), Chow et al. (2012), Chen and Tseng (2012), Li
et al. (2012), and Liu et al. (2010a) found it to be a signicant factor in this relationship, Perceived ease of use is identied as
an insignicant factor in e-learning usage in the context of this study. Park et al. (2011) in their study on university students
behavioral intention towards use of mobile learning, found that perceived ease of use and perceived usefulness had no sig-
nicant effects on students intention towards use of mobile banking. Perceived ease of use, although, is gured out to have
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signicant indirect effect on intention through perceived ease of use. This is concurrent with the studies conducted by Chen
and Tseng (2012) and Ong et al. (2004). Snchez et al. (2013) concluded that e-learning acceptance is inuence directly by
perceived usefulness and indirectly by perceived ease of use.
Perceived usefulness has a signicant effect on users intentions in comparison with perceived ease of use which has no
direct signicant effect, and this underlines seriousness of usability in Iranians e-learning usage. Perceived ease of use while
indirectly through perceived usefulness affects users intentions, directly shows no signicant effect on users intentions. In
other words, perceived usefulness do mediate the relationship between ease of use and users intentions, and indirect path is
the only path to facilitate perceived ease of use towards intention. The studies carried out by Zhang et al. (2012), Schierz et al.
(2010), Revels et al. (2010), Lee et al. (2012), and Kim and Mirusmonov (2010) in IS adoption, proved perceived usefulness to
have a mediating role. It sounds better to say that for the IS department staff to improve users intentions, they need to hold
their attention more on improving systems usefulness while investing on its ease of use, owing to signicant path coefcient
of perceived usefulness, as it may accelerate their will in evoking their users intentions.
User satisfaction and intention both have positive effects on e-learning usage. Satisfaction was found to be a signicant
factor towards intention in e-learning context in the studies conducted by Chang (2013), Islam (2012), Hassanzadeh et al.
(2012), Udo et al. (2011), Petter et al. (2008), and Roca et al. (2006). Satisfaction has been found to have a signicant positive
effect on actual use as well. Hassanzadeh et al. (2012) in their study uncovered the positive effect of satisfaction on actual use
of e-learning system. On the other hand, user intention appeared to have a signicant inuence on users actual use in the
studies conducted by Chow et al. (2012), Hassanzadeh et al. (2012), and Alkhalaf et al. (2012). Satisfaction has been found to
have a signicant positive effect on perceived learning assistance. Actual use of e-learning system is found to be a signicant
factor on perceived learning assistance which concurs what Islam (2013) who, in his study on e-learning usage outcome,
gured out that use of e-learning positively affects users perceived learning assistance. Xu et al. (2014), in their study on
enhancing e-learning effectiveness using personalized virtual learning environment, indicated that learners using e-learning
system typically exhibit higher perceived learning performance than those using traditional ones.
In the last decade, Iranian educational technologies have improved to a high extent, but there is yet, signicant scope for
advancement before it can truly place itself on the educational system of the country. Given the context of Irans 20-year
technological advancement plan which aims for the country to reach the rst technological and educational level of the
region and outperform its neighbors by 2025, this research was intended to provide a clearer picture of users behavioral
patterns in using e-learning system based on an integrated model of IS success model and TAM and thereby highlighting
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some of the weak points. Final results comprise invaluable conclusions for IS department staff to better move in the direction
of Irans 20-year outlook documentation and recommends them to focus their attention on system capabilities such as edu-
cational quality, service quality, system quality, and information quality along with perceived usefulness and perceived ease
of use which may act as a catalyst for them to retain current users loyalty and attract potential users trusts.
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7. Conclusion and recommendation
In this study, we examined an integrated model of IS success model and TAM to investigate users perceptions about e-
learning system, and analyzed the quality features affecting users intentions and satisfaction and its role on leaning out-
comes such as actual use and perceived learning assistance, along with the effects of perceived usefulness and ease of
use. In order to further our understanding of the users behavioral patterns, we included usefulness as a mediator in the
relationship between ease of use and intention. The outcomes provide invaluable information on the users patterns of
behavior.
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This study differs from some past studies as follows. First, this study attempts to implement an integrated model of IS
success model and TAM in the context of e-learning usage. Second, this study, comparing to past studies in Iran such as
Motaghian et al. (2013), Hassanzadeh et al. (2012), and Darab and Montazer (2011), tries to support a strong literature
review of recent published works in the eld of e-learning. Third, unlike some studies which examine the inuential vari-
ables only and directly on intention to use, this study investigates the effects of the inuential variables on learning out-
comes such as perceived learning assistance and actual use through intention as well. Hence, the current study is
expected to provide different outcomes and enlighten invaluable information on the users behavioral patterns.
The results of our study, carried out in four public universities of Tehran, revealed that system quality had the greatest
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positive impact on user satisfaction and intention to use e-learning. Hence, providing an application which is aesthetically
satisfying, user-friendly, structurally designed, exible, environmentally attractive, reliable, and secure which optimizes
response time and provides interactive features are recommended. Appropriate arrangement of time and application
environment, possibility of content printing and transferring by the way of application without being detached, possibility
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of controlling all aspects of the system while working, the presence of a xed available menu for users, supporting content
and information with images, videos, and sounds, and evolving e-learning communication towards voice communication
and video conference are some alternatives in this regard.
Furthermore, information quality was also identied as a key factor that positively affected satisfaction and intention.
Therefore, providing information that is precise, comprehensive, up to date, and required which is relevant to users needs
and is pedagogically organized are recommended. Sharing the database of e-learning system with those of other universities
to provide users with rich and required information is also suggested. Al-Samarraie et al. (2013) discussed that structured
content contributes to the enhancement of e-learning motivation, attention, and interactivity which results in students bet-
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ter thinking skills and facilitates understanding.

Service quality showed considerable positive effects on satisfaction and intention. Establishing a proper application with
online assistant and helpdesk which provides the opportunity of courses management and reection of ideas in a coopera-
tive manner is recommended. Possibility of a cooperative learning approach to involve everybody in an active learning is
suggested. Hajili et al. (2013) asserted that interactions of individuals in the online communities clearly improve their learn-
ing competencies and qualities. Supplying the application with a mechanism through with users are able to reect their
opinions is strongly suggested. Equipping the software with a strong help option to support users with an accessible resol-
ver, expanding e-learning services to enhance users authority to better manage their personal accounts are some sugges-
tions in this regard.
Educational quality, although did not affect intention, showed a positive effect on satisfaction. Thus, establishing a proper
application with required facilities for collaborative learning such as chat and forum and providing the possibility of assuring
the students presents and the opportunity of active simultaneous communication with other students are recommended.
Although, e-learning is efcient, cost effective which expands education to distant areas, it lacks social communication
sense and face to face instruction. Culturally speaking, verbal, spoken, and face to face culture is more preferable in Iran
but the culture of e-learning system is to a large extent of a written one, and this come to be a signicant imperfection in
implementing e-learning system in Iran. Combining e-learning with face-to-face classrooms can be an ideal alternative for
the research society. This is asserted by Barker et al. (2013) notifying that e-learning, although welcomed by students,
needs to be supplementary to face-to-face learning, and Corti-Novo et al. (2013) identifying that combined e-learning
and face-to-face learning clearly improves the participation of students, increase their motivation, competencies and so,
their performance in terms of qualications. On the other hand, lack of users and teachers awareness about the possibil-
ity of collaborative verbal and spoken communication in e-learning system along with their presupposition of it as totally
written is another reason to why students and teachers are reluctant towards using these kinds of educational
technologies.
Perceived ease of use showed only an indirect signicant effect on intention. Therefore, differentiating e-learning ser-
vices in accordance with individuals preferences by offering different methods of doing learning affairs to cover wider
area of preferences may encourage some to prefer it. Perceived usefulness was identied to have a positive effect on
intention. Thus, making users aware of any changes in the time of session by the way of e-mails and social networks,
possibility of recording each session and uploading it in the database of the e-learning system for the absent users,
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arrangement of physical meetings despite e-learning classes for problem solving, possibility of courses personalized
assessment for each learner, reorienting the e-learning application to include the possibility for connection to social net-
work following a rapid growth in internet and social network usage in Iran are some essential alternatives to deal with
the usability of system.
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7.1. Limitation
The model is cross-sectional, which measures users perceptions and intentions at a single point in time. Further studies
are recommended to use longitudinal survey because individuals perceptions and preferences are likely to change as they
achieve more experience over time.
The sample studied is limited to some limited universities, and needs to cover larger populations with different income,
education, demographical, and psychological attributes and more representative sample, and improved the generalizability
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of the research outcomes.
Since this paper studies only public universities, it can be concluded that the results can be generalized only to public not
private universities. Private universities contain more students than public ones in Iran and this should be taken into
consideration in future studies.
For a group of already using individuals, continuance intention is more relevant than intention to adopt; this can be met
in future studies.
7.2. Recommendation for further studies

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On account of the fact that different factors have different effects on different cultures, every culture should adopt
different strategies in dealing with them. In western culture, for example, perceived usefulness is more important while
in eastern culture, specically in the context of developing countries, perceived ease of use would emerge as more signi-
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cant. Besides, eastern people are more socially oriented than their counterparts in the West which highlights the importance
of social factors. Consequently, subjective norms, perceived image, absorptive capacity, individual mobility, and personal
innovativeness need to receive more attention in eastern culture than in the west. Further studies are needed to study
the effect of culture.
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Hossein Mohammadi has his MA from Allame Tabatabai University of humanities in Iran majoring in public administration at
MIS (Management Information Systems), and his BA in English Translation Studies from Arak University of Iran. He is currently
Ph.D student of Allame Tabatabai University in Human Resource Management. He is in favour of IS adoption, e-learning,
collaborative learning, and organizational and inter-organizational learning. Hossein Mohammadi has published in the
International Journal of Bank Marketing, Computers in Human Behavior, and Transforming Government, people, process and
policy. He has also been serving as reviewer for the Computers in Human Behavior, Internet Research journal, and Journal of
Retailing and Consumer Services.
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Telematics and Informatics 32 (2015) 701719

Contents lists available at ScienceDirect

Telematics and Informatics

Factors affecting the e-learning outcomes: An integration

2015 Elsevier Ltd. All rights reserved.

Researcher Independent variable Dependent variable Key ndings

usage of multimedia features was gured out to

satisfaction in addition to the fact that

to attend in online courses

(continued on next page)

Researcher Independent variable Dependent variable Key ndings

(2014) such as examination, satisfaction, online learning effectiveness in terms of

(2013) a distant education program, quality of e-

2.1. Other related theories and studies

In this section, the research variables and hypotheses are presented.

3.1. E-learning determinants

H1. Educational quality positively affects user satisfaction.

H3. Service quality positively affects user satisfaction.

H5. Technical system quality positively affects user satisfaction.

H7. Content and information quality positively affects user satisfaction.

H9. Perceived ease of use positively affects intention.

likelihood that it will be used.

H11. Perceived usefulness positively affects intention.

3.2. E-learning outcomes

H12. Satisfaction positively affects intention.

H15. Intention positively affects actual use.

Construct Denition Source

Fig. 1. Research model.

4.1. Data collection

Construct Question Source Factor loading

E-learning is efcient DeLone and McLean, 2003 0.64

E-learning is pleasant to me Lee (2010) 0.57

5.1. Response rate and representatives

5.2. Exploratory and conrmatory analysis

Shahid Beheshti 550 81 98/105 25.6

Factor Item Standardized loading AVE CR R square Communality Alpha

5.3. Path coefcient

Perceived ease .06

Fig. 2. Standard coefcients and signicance values.

Path coefcients and signicances.

Question Path Path coefcient Supported or not

Fit indices x2 =df (GFI) (IFI) (CFI) (NNFI) (NFI) (RMSEA)

.43 .16 .67

Fig. 3. Path analysis of research model.

5.4. Measurement of the model tness

5.5. Path analysis

Path Regression b Standard error T-Value Sig Variance Supported

Variable Direct effect Indirect effect Total effect Supported or not

ter thinking skills and facilitates understanding.

7.2. Recommendation for further studies

HumanComput. Stud. 66, 356369.

Edu. 54, 506516.

Comput. Hum. Behav. 27 (6), 20672077.

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