Made available in DSpace on 2014-12-17T13:53:36Z (GMT). No. of bitstreams: 1 FernandoAMP_DISSERT.pdf: 4889933 bytes, checksum: eb2490758c2015cbb2e20ab438824277 (MD5) Previous issue date: 2013-03-21 / The present study aims to investigate the constructs of Technological Readiness Index (TRI) and the Expectancy Disconfirmation Theory (EDT) as determinants of satisfaction and continuance intention use in e-learning services. Is proposed a theoretical model that seeks to measure the phenomenon suited to the needs of public organizations that offer distance learning course with the use of virtual platforms for employees. The research was conducted from a quantitative analytical approach, via online survey in a sample of 343 employees of 2 public organizations in RN who have had e-learning experience. The strategy of data analysis used multivariate analysis techniques, including structural equation modeling (SEM), operationalized by AMOS? software. The results showed that quality, quality disconfirmation, value and value disconfirmation positively impact on satisfaction, as well as disconfirmation usability, innovativeness and optimism. Likewise, satisfaction proved to be decisive for the purpose of continuance intention use. In addition, technological readiness and performance are strongly related. Based on the structural model found by the study, public organizations can implement e-learning services for employees focusing on improving learning and improving skills practiced in the organizational environment / Este estudo busca investigar os construtos da Escala de Prontid?o Tecnol?gica (TRI) e da Teoria da Desconfirma??o da Expectativa (EDT) como determinantes da satisfa??o e da inten??o de continuidade de uso em servi?os de e-learning. ? proposto um modelo te?rico que busque mensurar o fen?meno adequado ?s necessidades das organiza??es p?blicas que oferecem cursos de capacita??o ? dist?ncia com uso de plataformas virtuais para seus funcion?rios. A pesquisa foi desenvolvida a partir de uma abordagem anal?tica quantitativa, por meio de survey online em uma amostra de 343 funcion?rios de 2 organiza??es p?blicas do RN que tiveram experi?ncia em elearning. A estrat?gia de an?lise de dados utilizou t?cnicas de an?lise multivariada, incluindo a an?lise de equa??es estruturais (AEE), operacionalizada pelo software AMOS?. Os resultados apontaram que qualidade, desconfirma??o da qualidade, valor e desconfirma??o do valor impactam positivamente na satisfa??o, assim como a desconfirma??o da usabilidade, a inovatividade e o otimismo. Da mesma forma, a satisfa??o mostrou ser determinante para a inten??o de continuidade de uso. Em adi??o, a prontid?o tecnol?gica e o desempenho apresentam forte rela??o entre si. Com base no modelo estrutural encontrado pelo estudo, as organiza??es p?blicas podem implementar servi?os de e-learning para os funcion?rios se concentrando na melhoria de aprendizagem e no aprimoramento de habilidades praticadas no ambiente organizacional

How can an experience have such an impact that it can be described with the words “wow effect”? Though not a scientific term, it is often used vividly in the business world as an aspirational goal. The purpose of this thesis was to explore the structure behind positive experiences that lead to a so-called “wow effect” by combining cognitive theories and consumption-based emotion theories to create a method for assessing satisfaction in postpurchase experience. In collaboration with the Volvo Car Corporation, this thesis aimed to identify the relevant antecedents for such a possible experience and create a method for measuring it. The automobiles product category has shown high levels of variation in affect (Oliver, 1993) and as such, it has become increasingly important for automobile companies to be able to identify relevant antecedents of positive affect.