From Intention to Behavior: Factors Influencing Teachers’ Continued Use Behavior of Smart Education Platforms

Abstract

This study investigated the factors influencing the continued use behavior of smart education platforms among primary and secondary school teachers in China, based on the Expectation-Confirmation Model of Information System Continuance (ECM-ISC) and the Theory of Planned Behavior (TPB). The proposed model incorporates key elements of the ECM-ISC—expectation confirmation, perceived usefulness, satisfaction, and continuance intention, and introduces support systems as a determinant of satisfaction and habit as a moderating variable between intention and behavior. Questionnaire data from 729 teachers were analyzed using structural equation modeling (SEM). The findings revealed that satisfaction mediated the effects of expectation confirmation and perceived usefulness on continuance intention, while support systems significantly enhance satisfaction. Furthermore, habit moderated the intention-behavior relationship, with stronger habits reducing reliance on intention. These results provide theoretical contributions by extending the ECM-ISC framework to incorporate habit as a moderating variable, offering a deeper understanding of its role in shaping the relationship between intention and behavior. This research enhances existing theories on user behavior in educational technology, offering a clearer framework for sustained technology adoption.