Determinants of continuance intention toward eLearning usage in higher education institutions

Abstract This study aims to examine the key determinants influencing students’ continuance intention towards eLearning usage in higher education institutions in Iraq. It proposes an integrated model combining the Expectation-Confirmation Model (ECM) and the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), extended with the construct of digital literacy. The model is designed to explain how factors such as facilitating conditions, hedonic motivation, confirmation of expectations, perceived usefulness, and user satisfaction shape students’ behavioral intention to continue using eLearning systems. This study also addresses a critical gap in the literature related to technology continuance in developing countries like Iraq, where systemic challenges persist. A quantitative approach was adopted, and data were collected from 332 students in public universities using a structured questionnaire. The onion research design framework was applied to ensure a systematic process through its philosophical, methodological, and procedural layers. Data analysis was conducted using SmartPLS 4 through Partial Least Squares Structural Equation Modeling (PLS-SEM). The results confirmed the reliability and validity of the measurement model. Satisfaction was found to be significantly influenced by facilitating conditions, hedonic motivation, digital literacy, and confirmation, which in turn positively affected continuance intention. However, social influence and perceived usefulness did not significantly influence satisfaction. Nevertheless, perceived usefulness had a significant direct effect on IS continuance intention.