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Purpose Recent years have documented the growing interest in using WhatsApp in higher education. However, the determinants of students’ satisfaction and loyalty towards WhatsApp groups have received less attention. This study aims to extend the Delone and McLean information system success model by incorporating social and emotional factors to investigate the drivers of satisfaction. Design/methodology/approach Data were collected through questionnaires completed by 308 undergraduate students. The partial least squares technique was used for data analysis. Findings The findings reveal that information quality, trust in members and social usefulness play crucial roles in shaping students’ satisfaction and loyalty to WhatsApp groups. System quality has no significant effect on satisfaction. Furthermore, emotional connection negatively moderates the relationship between social usefulness and satisfaction. Practical implications The findings of this study will be useful for educators and practitioners seeking to integrate WhatsApp into their pedagogical repertoire. The results demonstrate the importance of considering the social and emotional needs of students in addition to the quality of the information provided. Originality/value To the best of the authors’ knowledge, this study is the first attempt to integrate system characteristics, particularly with social and emotional factors. Furthermore, this study extends the literature on WhatsApp use in higher education by testing the drivers of students’ satisfaction and loyalty. |
