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.
|Number of pages||14|
|Journal||Educational Technology and Society|
|Publication status||Published - 2013 Apr 30|
- Expectation confirmation theory
- Personal response system
ASJC Scopus subject areas
- Sociology and Political Science