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<p>Fostering learning persistence among university students is a critical function of e-learning platforms. However, previous research on e-learning has focused primarily on the impacts of content and instructional styles on the usefulness and effectiveness of a single approach, neglecting the environmental factors. Therefore, this study fills this research gap by incorporating environmental variables, including information quality, system quality, and service quality. Based on data from 2,746 participants, this study examines the influencing mechanisms of the continuous usage behaviour of the <i>Learning Power</i> platform that fosters learning persistence using Partial Least Squares-Structural Equation Modelling (PLS-SEM). Using the Stimulus-Organism-Response (SOR) model as a theoretical framework, we find that all three factors—information quality, system quality, and service quality—are positively and significantly associated with perceived effectiveness and satisfaction. Furthermore, perceived effectiveness and satisfaction are positively and significantly associated with learning persistence. Our findings also reveal that information quality and system quality fully mediate the relationship between environmental factors and learning persistence through perceived effectiveness and satisfaction. Service quality, however, only partially mediates this relationship. This study has theoretical and practical implications for developing the learning persistence of university students so that educators and developers can create more effective and sustainable e-learning environments.</p>

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Exploring the impact of environmental variables on learning performance and persistence in E-learning platforms

  • 期刊论文

  • 发表日期：

    2025年4月21日

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  • Yan Fu,
  • Shuang Ma,
  • Caifen Xie,
  • Sihui Li,
  • Xiaoyang Liu

摘要

Fostering learning persistence among university students is a critical function of e-learning platforms. However, previous research on e-learning has focused primarily on the impacts of content and instructional styles on the usefulness and effectiveness of a single approach, neglecting the environmental factors. Therefore, this study fills this research gap by incorporating environmental variables, including information quality, system quality, and service quality. Based on data from 2,746 participants, this study examines the influencing mechanisms of the continuous usage behaviour of the Learning Power platform that fosters learning persistence using Partial Least Squares-Structural Equation Modelling (PLS-SEM). Using the Stimulus-Organism-Response (SOR) model as a theoretical framework, we find that all three factors—information quality, system quality, and service quality—are positively and significantly associated with perceived effectiveness and satisfaction. Furthermore, perceived effectiveness and satisfaction are positively and significantly associated with learning persistence. Our findings also reveal that information quality and system quality fully mediate the relationship between environmental factors and learning persistence through perceived effectiveness and satisfaction. Service quality, however, only partially mediates this relationship. This study has theoretical and practical implications for developing the learning persistence of university students so that educators and developers can create more effective and sustainable e-learning environments.