The role of perceived performance and disconfirmation for increasing skype-based e-learnning system loyalty

Abstract

This research aims to fill the gap in the academic literature by focusing on the utilitarian antecedents of Skype-based applications loyalty. To achieve this goal, we analyze the potential effect of perceived performance and confirmation on students’ satisfaction and loyalty to the Skype-based e-learning tool. The role of perceived ease of use, and perceived usefulness as antecedents of perceived performance and confirmation is also analyzed. We test our proposed model using the path analysis of data collected from an experiment where 43 undergraduate students from USA and Spain worked in pairs using Skype to improve their language and intercultural communication skills. Results show that utilitarian features of Skype-based e-learning tools play an important role in enhancing students’ performance and loyalty. Practical applications and managerial implications of using Skype-based e-learning to enhance learning interest and perceived performance are discussed.