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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Understanding e-learning continuance intention: An extension of the Technology Acceptance Model
Juan Carlos Roca, Chao‐Min Chiu, Francisco J. Martínez–López
International Journal of Human-Computer Studies (2006) Vol. 64, Iss. 8, pp. 683-696
Closed Access | Times Cited: 1318

Showing 1-25 of 1318 citing articles:

Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation model
Ming-Chi Lee
Computers & Education (2009) Vol. 54, Iss. 2, pp. 506-516
Closed Access | Times Cited: 1187
Continuance intention to use MOOCs: Integrating the technology acceptance model (TAM) and task technology fit (TTF) model
Bing Wu, Chen Xiao-hui
Computers in Human Behavior (2016) Vol. 67, pp. 221-232
Closed Access | Times Cited: 939
Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning
Ronnie Cheung, Doug Vogel
Computers & Education (2012) Vol. 63, pp. 160-175
Closed Access | Times Cited: 791
Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty
Wannasiri Bhuasiri, Oudone Xaymoungkhoun, Hangjung Zo, et al.
Computers & Education (2011) Vol. 58, Iss. 2, pp. 843-855
Closed Access | Times Cited: 748
Investigating users’ perspectives on e-learning: An integration of TAM and IS success model
Hossein Mohammadi
Computers in Human Behavior (2015) Vol. 45, pp. 359-374
Closed Access | Times Cited: 712
A meta-analytic assessment of the DeLone and McLean IS success model: An examination of IS success at the individual level
Stacie Petter, Ephraim R. McLean
Information & Management (2009) Vol. 46, Iss. 3, pp. 159-166
Closed Access | Times Cited: 665
Learners’ acceptance of e-learning in South Korea: Theories and results
Byoung-Chan Lee, Jeong-Ok Yoon, In Lee
Computers & Education (2009) Vol. 53, Iss. 4, pp. 1320-1329
Closed Access | Times Cited: 614
Understanding the MOOCs continuance: The role of openness and reputation
Khaled M. Alraimi, Hangjung Zo, Andrew P. Ciganek
Computers & Education (2014) Vol. 80, pp. 28-38
Closed Access | Times Cited: 599
I, Chatbot: Modeling the determinants of users’ satisfaction and continuance intention of AI-powered service agents
Muhammad Ashfaq, Jiang Yun, Shubin Yu, et al.
Telematics and Informatics (2020) Vol. 54, pp. 101473-101473
Closed Access | Times Cited: 594
E-learning success determinants: Brazilian empirical study
Wilmar Cidral, Tiago Oliveira, Massimo Di Felice, et al.
Computers & Education (2017) Vol. 122, pp. 273-290
Open Access | Times Cited: 582
Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model
Said A. Salloum, Ahmad AlHamad, Mostafa Al‐Emran, et al.
IEEE Access (2019) Vol. 7, pp. 128445-128462
Open Access | Times Cited: 544
User acceptance of YouTube for procedural learning: An extension of the Technology Acceptance Model
Doo Young Lee, Mark R. Lehto
Computers & Education (2012) Vol. 61, pp. 193-208
Closed Access | Times Cited: 531
Using the Technology Acceptance Model in Understanding Academics’ Behavioural Intention to Use Learning Management Systems
Saleh Alharbi, Steve Drew
International Journal of Advanced Computer Science and Applications (2014) Vol. 5, Iss. 1
Open Access | Times Cited: 525
A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types
Boštjan Šumak, Marjan Heričko, Maja Pušnik
Computers in Human Behavior (2011) Vol. 27, Iss. 6, pp. 2067-2077
Closed Access | Times Cited: 525
Online consumer retention: contingent effects of online shopping habit and online shopping experience
Mohamed Khalifa, Vanessa Liu
European Journal of Information Systems (2007) Vol. 16, Iss. 6, pp. 780-792
Closed Access | Times Cited: 493
A task–technology fit view of learning management system impact
Tanya McGill, Jane Klobas
Computers & Education (2008) Vol. 52, Iss. 2, pp. 496-508
Closed Access | Times Cited: 487
Analysis of User Satisfaction with Online Education Platforms in China during the COVID-19 Pandemic
Tinggui Chen, Lijuan Peng, Xiaohua Yin, et al.
Healthcare (2020) Vol. 8, Iss. 3, pp. 200-200
Open Access | Times Cited: 486
Understanding the effect of social media marketing activities: The mediation of social identification, perceived value, and satisfaction
Shih‐Chih Chen, Chieh‐Peng Lin
Technological Forecasting and Social Change (2018) Vol. 140, pp. 22-32
Closed Access | Times Cited: 481
An expectation-confirmation model of continuance intention to use mobile instant messaging
Apollos Patricks Oghuma, Christian Fernando Libaque-Sáenz, Siew Fan Wong, et al.
Telematics and Informatics (2015) Vol. 33, Iss. 1, pp. 34-47
Closed Access | Times Cited: 471
The influence of technology on the future of human resource management
Dianna L. Stone, Diana L. Deadrick, Kimberly M. Lukaszewski, et al.
Human Resource Management Review (2015) Vol. 25, Iss. 2, pp. 216-231
Closed Access | Times Cited: 459
The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology
Øystein Sørebø, Hallgeir Halvari, Vebjørn Flaata Gulli, et al.
Computers & Education (2009) Vol. 53, Iss. 4, pp. 1177-1187
Closed Access | Times Cited: 435
Exploring the influential factors of continuance intention to use mobile Apps: Extending the expectation confirmation model
Carlos Tam, Diogo Soares dos Santos, Tiago Oliveira
Information Systems Frontiers (2018) Vol. 22, Iss. 1, pp. 243-257
Closed Access | Times Cited: 428
Perceived playfulness, gender differences and technology acceptance model in a blended learning scenario
Antonio Padilla Meléndez, Ana Rosa del Águila Obra, Aurora Garrido‐Moreno
Computers & Education (2012) Vol. 63, pp. 306-317
Closed Access | Times Cited: 411
Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam
Long Pham, Yam B. Limbu, Tien-Phat Bui, et al.
International Journal of Educational Technology in Higher Education (2019) Vol. 16, Iss. 1
Open Access | Times Cited: 399
Age differences in perceptions of online community participation among non-users: An extension of the Technology Acceptance Model
Jae Eun Chung, Namkee Park, Hua Wang, et al.
Computers in Human Behavior (2010) Vol. 26, Iss. 6, pp. 1674-1684
Closed Access | Times Cited: 393
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