Role of Design Attributes to Determine the Intention to Use Online Learning via Cognitive Beliefs

Abstract

Online learning is the most widely used application in educational institutions, particularly during the pandemic (COVID-19). However, shortcomings in online learning systems negatively impact learner’s attitudes and intention to use. Especially poor interface design can increase the cognitive load that ultimately affects the learner’s intention to use. The design aspects that could be convenient, useful, and trustworthy in an online learning context are an emerging challenge and the primary purpose behind this study. So, in current research, the effect of different design aspects or attributes (i.e., interactivity, information, navigation, and visual) have been examined on learners’ cognitive beliefs (i.e., ease of use and usefulness), trust, and ultimately intention to use. The proposed model was used to determine the learner’s intention to use via trust, cognitive beliefs, and design aspects. Data was collected from the students at different Universities in Punjab, Pakistan, using a questionnaire embedded in an online learning prototype. PLS-SEM method was employed for analysis using the SmartPLS tool. The findings show that among the used design attributes, interaction, information, and visual design significantly influence the learner’s cognitive beliefs, where navigation partially influences the cognitive beliefs. Furthermore, both cognitive beliefs (i.e., ease of use and usefulness) were observed to be strong determinants of trust. This study importantly contributes to the e-learning domain by providing a comprehensive understanding of learners’ perceptions and experiences related to interface design that leads to intention to use.

Keywords

• Cognitive beliefs
• ease of use
• intention to use
• online-learning
• trust
• usefulness