Integrating Service Quality with System and Information Quality: An Empirical Test in the E-Service Context1
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Wixom and Todd (2005) integrated the user satisfaction and the technology acceptance literatures to theorize about and account for the influence of the information technology artifact on usage. Based on Wixom and Todd’s integrated model of technology usage, we propose the 3Q model by investigating the role of service quality (SQ), in addition to system quality (SysQ) and information quality (IQ), in website adoption. Attention to SQ is critical, as consumer websites have increasingly become the target of SQ assessment made by consumers, not just traditional SysQ and IQ evaluations. As part of our study, we further theorize and empirically test the relationships among these three types of quality constructs and hypothesize that perceived SysQ influences perceived IQ and perceived SQ, and perceived IQ influences perceived SQ. Our study extends the Wixom and Todd model in the e-service context and is the first of its kind to empirically examine the combined impact of perceived SQ, perceived SysQ, and perceived IQ on usage intention. Our study advances the theoretical understanding of SQ and the relationships among perceptions of SysQ, IQ, and SQ in the e-service context. The results also inform practitioners that high IQ and SysQ can directly or indirectly improve SQ in the e-service context.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it