The effects of organizational learning environment factors on e-learning acceptance

Workplace learning is an important means of employees’ continuous learning and professional development. E-learning is being recognized as an important supportive practice for learning at work. Current research on the success factors of e-learning in the workplace has emphasized on employees’ characteristics, technological attributes, and training design elements, with little attention to workplace contextual effects. The study aims to investigate the impacts of organizational learning environment factors, including managerial support, job support, and organizational support, on employees’ motivation to use a workplace e-learning system. A model was proposed based on the expectancy theory of training motivation and the social influences and facilitating conditions in technology acceptance models. The model was tested on sample data collected from mainland China using Structural Equation Modeling and Moderated Structural Equation Modeling. The results suggested that employees’ perceived managerial support and job support had a significant impact on their perceived usefulness of the e-learning system for individual learning, and that perceived organizational support had a significant influence on the perceived usefulness of the e-learning system for social learning. Perceived usefulness for individual learning was found to completely mediate the environmental influences on individuals’ motivation to use the system, while perceived usefulness for social learning made partial mediation in the effects of the environmental factors on intention to use. In addition, perceived job support was found to have moderating effects on the relationship between employees’ perceived usefulness of the e-learning system and their intention to use the system. Consistent with previous findings, employees’ perceptions about the usefulness of the e-learning system have significant effects on their intention to use the system in the work setting.     

E-learning adoption of academicians: a proposal for an extended model

From the beginning of the e-learning technology era, many concerns arose regarding the use of e-learning in everyday academic processes. Thus, in recent years, a number of studies were conducted on e-learning acceptance, mostly with the use of Unified Theory of Acceptance and Use of Technology (UTAUT) Model. Current study investigates the determinants of acceptance of academic e-learning technologies with the use of proposed modified UTAUT model. The basic UTAUT model was supplemented by the examined new determinants: system interactivity and the area of scientific expertise. Therefore, the paper contributes to UTAUT theory, applied in e-learning, by utilising empirical research with a modified UTAUT model including these two new variables. This study confirmed the hypotheses related to the effects of performance expectancy, effort expectancy, and system interactivity on behavioural intention to use e-learning technologies, and also stated that the area of scientific expertise does not have a direct impact on the intention to use e-learning technologies. The research model has been tested in an academic environment in Turkey.     

Out of fear or desire? Toward a better understanding of employees’ motivation to follow IS security policies

Given the significant role of people in the management of security, attention has recently been paid to the issue of how to motivate employees to improve security performance of organizations. However, past work has been dependent on deterrence theory rooted in an extrinsic motivation model to help understand why employees do or do not follow security rules in their organization. We postulated that we could better explain employees’ security-related rule-following behavior with an approach rooted in an intrinsic motivation model. We therefore developed a model of employees’ motivation to comply with IS security policies which incorporated both extrinsic and intrinsic models of human behavior. It was tested with data collected through a survey of 602 employees in the United States. We found that variables rooted in the intrinsic motivation model contributed significantly more to the explained variance of employees’ compliance than did those rooted in the extrinsic motivation model.     

Age as a moderator of attitude towards technology in the workplace: work motivation and overall job satisfaction

Given the prevalence of technology in the workplace, an understanding of employees' attitudes towards technology is essential. Such attitudes have been linked to such important issues as the successful implementation of new technologies in the workplace, employee intent to use technology, and the actual usage of technology by employees. As a result of the rapidly aging workforce, and because age has been linked to computer use and comfort, it is important to examine the relationship that may exist between age and attitudes towards technology. This study examines age as a moderator of 612 employees' attitudes towards technology in relation to work motivation (intrinsic and extrinsic) and overall job satisfaction. Further, given the technological socialisation of the Generation X (Gen X) versus the Baby Boomers, our sample comprised these two demographics. Hierarchical moderated multiple regression indicates age moderates the relationship between attitude towards technology and intrinsic motivation, extrinsic motivation, and to a lesser extent, overall job satisfaction. In each instance, older employees exhibit the strongest relationships with the outcome variables when possessing a high attitude towards technology. In contrast, older employees exhibit the weakest relationships when possessing a low attitude towards technology. These results are supportive of the moderating effect of age on attitude towards technology. Lastly, implications and directions for future research are discussed.     

The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology

Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers’ utilization of e-learning technology in connection with on-site courses. In the proposed model teachers’ extrinsic motivation (i.e. perceived usefulness), confirmation of pre-acceptance expectations and intrinsic motivation are predicted to be influenced by perceived autonomy, perceived competence and perceived relatedness. Even though information systems continuance theory has received quite extensive attention in prior research, this study is among the first to examine the effects of self-determination theory constructs in the context of teachers’ utilization of e-learning technology. The results show that extension of IS-continuance theory with constructs that represent users’ basic psychological needs and intrinsic motivation can be useful for predicting their e-learning continuance intentions.     

Acceptance of competency-based workplace e-learning systems: Effects of individual and peer learning support

Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners’ perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together perspectives from the literature on training and instructional design and technology acceptance, this research proposed a conceptual model to examine the influences of perceived individual and social learning support on employees’ acceptance of competency-based e-learning systems. Structural equation modeling and multi-group structural equation modeling techniques were applied to sample data collected from work settings in Mainland China. The results show the positive effects of perceived individual learning support and perceived support for promoting a norm of cooperation on employees’ intention to use the competency-based e-learning system. It was also found that perceived support for enhancing social ties had a negative effect on employees’ behavioral intention. The gender, age, prior experience, and work experience differences in the main effects were also investigated. Besides, qualitative data collected via semi-structured in-depth interview provide complementary evidence to the findings.     

Student’s perceptions towards using e-learning via Facebook

Research on utilising social networks for teaching and learning is relatively scarce in the context of information systems. There is far more emphasis on studying the usage of social networks towards fulfilling individuals’ basic social needs. This study uses the unified theory of acceptance and use of technology (UTAUT2) to analyse students’ intention to use and use of e-learning via Facebook. It incorporates playfulness into the UTAUT2 model and categorises the determinants of intention to use e-learning via Facebook into three categories, namely, hedonic values, utilitarian values, and communication values. The data were collected in a two-stage survey from 170 undergraduate students, and the model was tested using structural equation modelling. We found that hedonic motivation, perceived playfulness, and performance expectancy were strong determinants of students’ intention to use e-learning, while habit and facilitating conditions all positively affected students’ use of e-learning via Facebook. The results of this study report new knowledge that academic institutions can utilise to create appropriate e-learning environments for teaching and learning. A number of theoretical and managerial implications for universities’ implementation technologies were also identified.     

Understanding users’ motivations to engage in virtual worlds: A multipurpose model and empirical testing

Despite the growth and commercial potential of virtual worlds, relatively little is known about what drives users’ motivations to engage in virtual worlds. This paper proposes and empirically tests a conceptual model aimed at filling this research gap. Given the multipurpose nature of virtual words the model integrates extrinsic and intrinsic motivation as behavioral determinants. By making use of the literature on information system value and motivation theory four important system-specific virtual world characteristics (economic value, ease of use, escapism, visual attractiveness) are added as motivational drivers. Using structural equation modeling on a sample of 846 users of the virtual world Second Life the hypotheses were tested. The results support the model; they confirm the role of extrinsic and intrinsic motivation as behavioral determinants and show how and to what extent the four system-specific elements function as motivational basis. Implications for research and practice are discussed.     

The effects of education compatibility and technological expectancy on e-learning acceptance

Discerning what influences a student’s acceptance of e-learning is still unclear and has not been well investigated. On the basis of the expectancy-value theory, much effort has been put into identifying the effectual factors regarding the technological expectancy of students. However, aside from technological usage, the adoption of an e-learning system still must consider learning behavior. Thus, researchers should take into consideration both technological and learning expectancies of students while investigating e-learning acceptance. Following mainstream literature on information system acceptance, this study postulates that a student’s behavioral intention to accept an e-learning system is determined both by his or her technological expectancy and educational compatibility. Four primary factors, that is, performance expectancy, effort expectancy, social influence, and facilitating conditions, specified in the Unified Theory of Acceptance and Use of Technology (UTAUT) are used to reflect the technological expectancy of students. Further, educational compatibility, which refers the congruence of e-learning systems with the unique leaning expectancies of students, is integrated with the UTAUT to form a new theoretical model for e-learning acceptance. An empirical survey is conducted to examine the proposed model. A total of 626 valid samples were collected from the users of an e-learning system. The findings show that both technological expectancy and educational compatibility are important determinants of e-learning acceptance. However, educational compatibility reveals a greater total effect on e-learning acceptance than does technological expectancy. Implications and practical guidelines for both e-learning developers and practitioners are subsequently presented.     

Why do individuals use computer technology? A Finnish case study

Here we discuss the motivators for computer usage in Finland. IS and non-IS researchers have reported that perceived usefulness is a major determinant in a United States workplace. This study focuses on two aspects of motivation: extrinsic and intrinsic. Perceived usefulness is an example of extrinsic motivation, whereas perceived enjoyment is intrinsic. We found that extrinsic motivation plays a greater role in individuals' behavior and that perceived ease of use affects both perceived enjoyment and usefulness, as well as usage. Moreover, they were found to mediate fully the relationship between perceived ease of use and computer usage.     

Social influence on the use of Clinical Decision Support Systems: Revisiting the Unified Theory of Acceptance and Use of Technology by the fuzzy DEMATEL technique

The aim of study is to examine whether social influence affects medical professionals’ behavioral intention to use while introducing a new Clinical Decision Support System (CDSS). The series of Technology Acceptance Models (TAMs) have been widely applied to examine new technology acceptance by scholars; nevertheless, these models omit system diversity and the user’s profession. On the other hand, causal analysis greatly affects the efficiency of decision-making, and it is usually analyzed by Structural Equation Modeling (SEM); however, the method is often misapplied. This research applies the Decision-Making Trial and Evaluation Laboratory (DEMATEL) technique to explore the causal relationship between the significant Unified Theory of Acceptance and Use of Technology (UTAUT) variables. Fuzzy concept is applied to illustrate human vague judgment. It is significant that, in contrary with UTAUT, this study found that social influence does not matter in the behavioral intention to use the CDSS for medical professionals.     

Understanding Web-based learning continuance intention: The role of subjective task value

The success of Web-based learning depends on learner loyalty, i.e., subsequent continued usage (continuance). We extended the Unified Theory of Acceptance and Use of Technology (UTAUT) by introducing components of subjective task value into a model for studying learners’ continuance intentions in Web-based learning. Based on survey data from 286 respondents, SEM was employed to assess the model. The results indicated that performance expectancy, effort expectancy, computer self-efficacy, attainment value, utility value, and intrinsic value were significant predictors of individuals’ intentions to continue using Web-based learning, while anxiety had a significant negative effect. The results suggested the beneficial effect of positive subjective task value on stimulating learners’ intentions to continue using Web-based learning, which is as important as performance expectancy and effort expectancy. Implications and limitations of our study are discussed.     

Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing

Digital game-based learning (DGBL) has become a viable instructional option in recent years due to its support of learning motivation. Recent studies have mostly focused on identifying motivational factors in digital games (e.g., curiosity, rules, control) that support intrinsic motivation. These findings, however, are limited in two fronts. First, they did not depict the interactive nature of the motivational processing in DGBL. Second, they excluded the outcome processing (learners’ final effort versus performance evaluation) as a possible motivation component to sustain the iterative game playing cycle. To address these problems, situated in the integrative theory of Motivation, Volition, and Performance (MVP), this study examined the relationship between motivational processing and outcome processing in an online instructional game. The study surveyed 264 undergraduate students after playing the Trade Ruler online game. Based on the data collected by ARCS-based Instructional Materials Motivational Survey (IMMS), a regression analysis revealed a significant model between motivational processing (attention, relevance, and confidence) and the outcome processing (satisfaction). The finding preliminarily suggests that both motivational processing and outcome processing need to be considered when designing DGBL. Furthermore, the finding implies a potential relationship between intrinsic motives and extrinsic rewards in DGBL.     

Computer and Smartphone Continuance Intention: A Motivational Model

This paper develops and tests a motivational model to explain the overall continuance intention to use computers and smartphones. Based on survey data from 192 undergraduate students, structural equation modeling analysis is used to report: (1) the independent effect of intrinsic motivation on the continuance intention to use computers and smartphones; (2) the independent effect of extrinsic motivation on the continuance intention to use computers but not smartphones; (3) intrinsic motivation mediating the effect of extrinsic motivation on the continuance intention to use computers; (4) the independent effect of technology cognizance on the continuance intention to use computers but not smartphones; (5) intrinsic motivation positively influencing extrinsic motivation and technology cognizance, with respect to both devices. This research contributes to an improved understanding of the independent and interrelated effects of intrinsic and extrinsic motivations to use technological devices. The findings have important implications for theory and practice regarding the overall use of technology.     

Acceptance of the virtual item auctioning system in online games: The role of intrinsic motivation,extrinsic motivation,and trust

The virtual item auctioning system (VIAS) has economic potential as millions of online players trade their virtual items in an auction‐based environment. However, little empirical research has been conducted about understanding the factors affecting the decision to use the VIAS in online games. To address this gap, the current study uses the technology acceptance model (TAM) to explore the effects of extrinsic motivation‐perceived usefulness, intrinsic motivation‐flow, and trust on the decision to use the VIAS in online games. Three hundred and twenty‐eight surveys were gathered from the users of VIAS in online games. The research model was tested with the structural equation modeling technique, using AMOS 20. The results showed that intrinsic motivation is more important than extrinsic motivation in explaining the use of the VIAS. Furthermore, trust is a strong predictor of both intrinsic and extrinsic motivation. We conclude the study with the discussion of the findings, managerial implications, and suggestions for future research. © 2016 Wiley Periodicals, Inc.     

When carrots and sticks meet: A mixed-methods study on internet taxi drivers’ job engagement in the IT-driven sharing economy

Information technology (IT)-enabled taxi services facilitate people's lives. However, little is known about how Internet taxi employees are motivated and how motivation relates to their job engagement. Using a mixed-methods design, this research explores intrinsic motivators and the effects of external regulations on intrinsic motivation and job engagement. The qualitative study identified three context-specific intrinsic motivators: stress reduction, self-efficacy, and job autonomy. A follow-up quantitative research revealed the significance of external regulations in determining intrinsic motivation and job engagement. The study contributes to knowledge by emphasizing the role of intrinsic motivators and the significance of both monetary incentives and punishment.     

Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation

This study is one of the few attempts to investigate students’ acceptance of an Internet-based learning medium (ILM). By integrating a motivational perspective into the technology acceptance model, our model captured both extrinsic (perceived usefulness and ease of use) and intrinsic (perceived enjoyment) motivators for explaining students’ intention to use the new learning medium. Data collected from 544 undergraduate students were examined through the LISREL VIII framework. The results showed that both perceived usefulness and perceived enjoyment significantly and directly impacted their intention to use ILM. Surprisingly, perceive ease of use did not posit a significant impact on student attitude or intention towards ILM usage. Implications of this study are important for both researchers and practitioners.     

The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology

Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers’ utilization of e-learning technology in connection with on-site courses. In the proposed model teachers’ extrinsic motivation (i.e. perceived usefulness), confirmation of pre-acceptance expectations and intrinsic motivation are predicted to be influenced by perceived autonomy, perceived competence and perceived relatedness. Even though information systems continuance theory has received quite extensive attention in prior research, this study is among the first to examine the effects of self-determination theory constructs in the context of teachers’ utilization of e-learning technology. The results show that extension of IS-continuance theory with constructs that represent users’ basic psychological needs and intrinsic motivation can be useful for predicting their e-learning continuance intentions.     

The role of perceived organizational support,distributive justice and motivation in reactions to new information technology

Despite tremendous investments in information technology (IT), many technological interventions in organizations fail because employees do not fully accept and use IT. The present study explored how perceived organizational support and distributive justice affect employee reactions to new IT from a motivational point of view. Self-determination theory was used to understand how different motivational styles, varying in degree of self-determination, mediate the relationship of perceived organizational support and distributive justice with reactions to new IT. Results showed that perceived organizational support and distributive justice were associated with intrinsic and identified motivation to use the IT, but only POS was related to enjoyment and acceptance of the IT. Intrinsic and extrinsic motivation were both associated with IT usage, but IT usage was associated with enjoyment and acceptance only when people were intrinsically motivated. Intrinsic motivation also mediated the effects of POS on enjoyment and acceptance. Moreover, intrinsically motivated users were less likely to use a paper-based appointment booking alternative than those who were not. Implications for managing IT implementations are discussed.     

Corporate Motivation to Risk Prevention: Applied Exploratory Analysis in Construction Sector in Catalonia

In this article, we have undertaken an exploratory analysis of the extrinsic and intrinsic factors affecting an employer's safety motivation in the construction industry, and their correlation with firm size, management level, and perceived risk. We have employed a model based on previous research by Michael Wright for the Health and Safety Executive (UK). Methods: A sample of managers from 198 construction firms in Catalonia (Spain) were interviewed collecting relevant data. The exploratory factor analysis of this data detected two factors: extrinsic (prosecution, inspection, external pressure) and intrinsic (legal, responsibility, internal involvement). Confirmatory factor analysis did not rule out the presence of extrinsic and intrinsic factors (Wright), and the analysis with covariates (MIMIC model) showed significant positive relationships between extrinsic factors, management level, and perceived risk. It also showed a significant positive relationship between intrinsic factors and firm size. Conclusion: The aim of this study was to make a preliminary diagnostic of an employer's safety motivation. Our findings indicate that it is possible to develop external motivators (advice from inspection bodies, union activities, publicity of prosecution records, etc.) that are addressed to top managers and to firms more exposed to risk. We have also found that it is possible to develop internal motivators by introducing experience modification ratings, social accounting, advertising in the mass media, and promotion campaigns, particularly among bigger firms. Our findings will be useful to government agencies, company managers, and consultants and may be adapted for use in motivating midlevel staff to adopt participatory intervention programs.© 2011 Wiley Periodicals, Inc.