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H3 Student satisfaction has positive effects on the intention to continue usage. 27.30*** Supported
Note. a *** Significant at 0.001. b ** Significant at 0.01.
The final path model is presented in Figure 2. The R square values are 0.45 and 0.66 for satisfaction and intention to
continue usage, respectively. These are high levels according to Cohen (1977), thus indicating a superior explanation
power of the research model.
PRS benefits
Classroom
environment
benefits
Learning
benefits
Assessment
benefits
PRS challenges
Technology-based
challenges
Teacher-based
challenges
Student-based
challenges
Discussion and implications
H1-1: 0.22**
H1-2: 0.32***
H1-3: 0.05
H2-1: -0.15**
H2-2: 0.08
H2-3: -0.22**
Satisfaction
R 2 =0.45
H3:
27.30***
Figure 2. Integrated research model and results
Intention to
continue usage
R 2 =0.66
Four implications may be derived along with the discussion of the outcomes obtained in Section 4, followed by a
suggestion for the higher education institutes in Taiwan facing PRS implementation.
The first implication is that the teachers and school administrators must prioritize their efforts to better manage their
PRS implementation by promoting higher student awareness on classroom environment benefits and learning
benefits to increase student satisfaction. They can also achieve this by addressing critical issues related to
technology- and student-based challenges, thus reducing student dissatisfaction. This implication is based on the
hypothesis testing result of the present empirical study, which found that classroom environment benefits (H1–1) and
learning benefits (H1–2) have positive influences, whereas technology-based challenges (H2–2) and student-based
challenges (H2–3) have negative influences on student satisfaction (see Table 4). These efforts can eventually help
enhance the behavioral intention of students in Taiwan to continue to using PRS. Furthermore, classroom
environment benefits and learning benefits also received more favorable ratings from the students, with positive
mean scores of 5.09 and 5.06 (see Table 2), respectively; this should be emphasized when promoting PRS usage.
Table 2 shows that student-based challenges have a mean score of 3.50, indicating fairly low student perceptions on
these factors as challenges. Thus, teachers and school administrators may find it easier to overcome such challenges.
However, students perceive technology-based challenges to be neutral or moderate with a mean score of 4.13,
indicating the need for further investments on the procurement and maintenance of PRS technology.
The second implication is that more research and development efforts on deployment strategies may be needed by
the teachers and school administrators of Taiwan to effectively implement PRS assessment that, in turn, fulfills its
promises of generating positive benefits to influence student satisfaction toward continuance usage. The rationale
behind this implication lies in the two rejected hypotheses related to assessment benefits (H1–3) and teacher-based
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