Cultural divides in acceptance and continuance of learning management system use: a longitudinal study of teenagers

Drawing on the technology acceptance model, the theory of reasoned action, and the expectation-confirmation model, an integrated model was proposed to explore teenagers’ learning management system (LMS) acceptance and continuance. Based on the data collected from a longitudinal survey of 1182 junior secondary students in Hong Kong, the results of structural equation modelling (SEM) supported the hypothesised model. Key findings were peer and teacher influences and perceived ease of use demonstrated significant effects; whereas parental influence and perceived usefulness had no effect, on behavioural intention over time. Multi-group SEM was used to test whether the paths in the hypothesized model varied across teenagers with different immigrant backgrounds. The sample was classified into three cultural groups: 203 first-generation immigrant students (FG), 354 second-generation immigrant students (FG), and 521 non-immigrant student (Native). The results showed that cultural divides existed in the relations of the proposed model across the FG, SG, and Native groups. The FG group, who were Mainland China born immigrants, were significantly different from the Native group in terms of the effects of perceptions, use experience, parental influence, and peer influence on their learning satisfaction and behavioural intention. The SG and Native groups, students who were born in Hong Kong, were the least noticeable in significant path differences. To highlight, peer influence demonstrated significantly stronger relationships with the FG group’s intention at the initial use stage, and peer influence only had a significant relationship with satisfaction for the FG and SG group. Discussion and implications of the findings are presented.