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ERIC Number: EJ1016578
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1436-4522
How Benefits and Challenges of Personal Response System Impact Students' Continuance Intention? A Taiwanese Context
Yeh, C. Rosa; Tao, Yu-Hui
Educational Technology & Society, v16 n2 p257-270 2013
To address four issues observed from the latest Personal Response System (PRS) review by Kay and LeSage (2009), this paper investigates, through a systematic research, how the derived benefits and challenges of PRS affect the satisfaction and continuance intention of college students in Taiwan. The empirical study samples representative college students enrolled in three universities from each of the Northern, Central, Southern, and Eastern geographical regions in Taiwan. The results based on 406 valid returned questionnaires and partial least square analysis confirm that classroom environment and learning benefits have positive effects, whereas technology- and student-based challenges have negative effects on student satisfaction, thus influencing their intention to continue using PRS. In contrast, assessment benefits and teacher-based challenges do not have significant influences on student satisfaction. The present research contributes to literature by empirically testing PRS benefits and challenges derived from previous works, validating only the aspects that influence student satisfaction and, consequently, their behavioral intention to continue using PRS. The implications and suggestions derived from this rigorous research are highly relevant in practice. The findings enable a set of general design strategies for successful PRS implementations, providing the empirical basis for conducting future in-depth PRS research.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A