Antecedents of continuance intention in online learning systems among vocational college students: The moderating effect of gender

Background The primary objective of this study is to ascertain whether the Expectation Confirmation Model can be expanded by external variables including computer anxiety, social interaction, and self-efficacy to better understand the intention to continue using online learning systems in the post-pandemic era among vocational college students. Moreover, this research argues that the intention to continue using online learning systems among students may be gender-sensitive. Methods The researchers surveyed 482 students from eight vocational colleges in Jiangxi Province using a structured questionnaire. Partial Least Squares Structural equation modeling is used to verify the research model. Results The outcomes demonstrate that the proposed model adequately explains the continuous use intention for online learning systems at a 76.6% confidence level. All of the newly introduced variables in the ECM are shown to be significant and relevant to explicate continuous use intention. Our survey results show that gender differences in intention to continue using online learning systems exist objectively, but this difference is not a natural difference. Conclusion This research fills a void in the current literature on online learning and probes into how learning may be made more long-lasting in intricate environments.