Unveiling knowledge quality, researcher satisfaction, learning, and loyalty: a model of academic social media success

Purpose - Examines how perceived knowledge quality influences researchers' satisfaction with academic social media (ASM) site use, perceived learning from use, and loyalty toward the site. Design/methodology/approach - Built upon the theoretical grounding of the information system success framework, it was hypothesized that satisfaction, perceived learning, and loyal behavior toward an ASM site are all functions of the perceived quality of knowledge obtained. Data were collected by online survey from 348 researchers registered on ResearchGate and subjected to SmartPLS structural equation modeling, bootstrapping, and blindfolding. Findings - The hypothesized relationships were supported. Perceived knowledge quality significantly influences researchers' satisfaction with ASM site use, and satisfaction affects perceived learning and researchers' loyalty with the ASM site. Research limitations/implications - Identification of the relationship between perceived knowledge quality and ASM site success extends the study of ASM sites from description of usage patterns to understanding the effect of content quality on important outcomes of use. Practical implications - ASM sites rely on the quality of knowledge contributed by their members for satisfaction, loyalty, and perceptions of value. The ongoing success of an ASM requires directed attention to quality knowledge provision. Originality/value - This paper contributes a simplified DeLone & McLean information system success framework for studies of content quality. It also provides fresh insights into ASM site usage through a focus on the role of perceived knowledge quality in forming satisfaction, learning, and loyalty.