An Integrated Model of Continuous Intention to Use of Google Classroom

Abstract

Google Classroom (henceforth GC) has emerged as a tool in e-learning. This paper has adopted an integrated model to investigate the continuous intention to use GC as a facilitator in the learning and teaching environment in higher education. GC provides the students with opportunities to cope up with their teaching environment outside class timing. The two features of on-line and real-time learning communication increase the number of users in addition to the fact that the application is user-friendly. Accordingly, most universities in the Gulf Area tend to use GC due to a large number of students. Limited research has been carried on the construction of the continued usage intention of GC by students in higher education institutions. Thus, the objective of this paper is to propose a model for the continuous use intention of GC. To achieve this goal, a model that integrates three theoretical theories has been used which are Flow Theory, Information System Expectation–Confirmation Model and the DeLone and McLean Information Systems Success Model. The hypothesized model is validated empirically using the responses received from an online survey of 515 students were analyzed using structural equation modeling (SEM-PLS). The results show that concentration, perceived enjoyment, perceived usefulness, perceived ease of use, and satisfaction significantly affected the intention to use Google Classroom by college students. Moreover, perceived usefulness, perceived ease of use, confirmation, Information quality and system quality had a significant influence on satisfaction.