A Longitudinal Model of Continued IS Use: An Integrative View of Four Mechanisms Underlying Postadoption Phenomena

Kim, Sung S.; Malhotra, Naresh K.

doi:10.1287/mnsc.1040.0326

Cited by 717 publications

(419 citation statements)

References 65 publications

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“…A number of IS researchers argue that IT usage may develop into a habit [30,31]. As IT usage gradually becomes habitual, "reflective cognitive processing dissipates over time, leading to non-reflective, routinized behavior" [32].…”

Section: Habitmentioning

confidence: 99%

Why do Individuals Continue Using Mobile Payments - A Qualitative Study in China

Chen

Carpenter²,

Li³

et al. 2018

Proceedings of the 51st Hawaii International Conference on System Sciences

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Section: Habitmentioning

confidence: 99%

Why do Individuals Continue Using Mobile Payments - A Qualitative Study in China

Chen

Carpenter²,

Li³

et al. 2018

Proceedings of the 51st Hawaii International Conference on System Sciences

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“…The first habit viewed as prior behaviour (Kim and Malhotra, 2005) and second, habit is where an individual believes the behaviour to be automatic (Lamayem et al, 2007). Venkatesh et al (2012) modeled habit as having direct and indirect effect through behavioural intention.…”

Section: Habitmentioning

confidence: 99%

Preservice Teachers’ Acceptance of Learning Management Software: An Application of the UTAUT2 Model

Raman¹,

Don²

2013

IES

262

169

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Moodle also known as Learning Management System is freely available to educators. Universiti Utara Malaysia (UUM) encourages students and instructors to utilize the teaching and learning process. Moodle enables lecturer to create sequences and facilitate activities for their students, auto-marked online quizzes and exams, navigation tools, files download, grading, student progress tracking, online calendar, etc. This paper investigated the relationships between the constructs that may influence preservice teachers' acceptance of Learning Zone (Moodle) in their learning process and assessing the influence of variation on performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and the habit to the behavioral intention or intention of usage. The Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) is verified and found that the regression model revealed 29.5% of the variance in student's intentions with facilitating conditions and hedonic expectancy are considerable predictors of the behavioral intention. Based on this, recommendations for prospect research in the application of UTAUT2 are discussed.

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“…Prior use has been found to be a strong predictor of habit (Kim & Malhotra, 2005;Limayem, Hirt, & Cheung, 2007). Additionally, habit can be viewed as "a perceptual construct that reflects the results of prior experiences" (Venkatesh et al, 2012).…”

Section: Habitmentioning

confidence: 99%

Faculty Use of Established and Emerging Technologies in Higher Education: A Unified Theory of Acceptance and Use of Technology Perspective

Lewis

Fretwell

Ryan

et al. 2013

IJHE

129

106

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Our effectiveness as instructors lies ultimately in how well our students can understand and apply the concepts we teach. In response to the growing importance of accountability in the educational process and the abundance of social networking technology and communication tools available for possible classroom use, this paper will use The Unified Theory of Acceptance and Use of Technology (UTAUT) to examine the adoption of established and emerging information technology in higher education classrooms. Hence, the goal of this paper is to test theoretical explanations from UTAUT in the context of higher education through the development of a set of hypotheses predicting the conditions under which classroom technology use is likely to emerge. Data collection occurred via an online survey. The instrument was sent to business faculty members teaching face-to-face classes at a southeastern university. Our findings suggest that in the context of instructors' use of technology for classroom purposes, the most important antecedents are performance expectancy, effort expectancy, social influence, and habit with more complex effects when gender is added as an interaction term. Results from this study will provide useful information on the frequency of use of technology, along with significant factors affecting its adoption in the classroom. Departmental leaders interested in the variations in individual faculty's level of inclination toward technological changes would find them particularly useful. Keywords: Behavioral intention, Technology use, Technology acceptance 1. Introduction Exceptional classroom instruction in higher education is not talked about nearly as much as the sports achievements for universities or even the research success within certain disciplines. In fact, most universities continue to reward research rather than teaching effectiveness for tenure-track faculty, and many students select universities based on the success and reputation of a football or basketball program. However, how well students understand and apply the concepts taught is the measure of instructor effectiveness, and should be one of the most important aspects of educational programs. As far back as 1955, conference remarks made by Lloyd Morey, then President of the University of Illinois, addressed improvement of instruction and the depth of responsibility that collegiate departments have to ensure quality of preparation of their members for academic teaching (1955). Active learning in higher education has been emphasized extensively over the past decade, and the "challenge is for lecturers to find ways of triggering and increasing student interest in the subject they are studying" (Tin, 2009). Without additional encouragement or rewards, many professors may focus most of their efforts on research, even with the tremendous increase in technology and digital media currently available that can actively engage learners. The infusion of new technology has had a dramatic effect on the way that we send and receive information. Comm...

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A Longitudinal Model of Continued IS Use: An Integrative View of Four Mechanisms Underlying Postadoption Phenomena

Cited by 717 publications

References 65 publications

Why do Individuals Continue Using Mobile Payments - A Qualitative Study in China

Why do Individuals Continue Using Mobile Payments - A Qualitative Study in China

Preservice Teachers’ Acceptance of Learning Management Software: An Application of the UTAUT2 Model

Faculty Use of Established and Emerging Technologies in Higher Education: A Unified Theory of Acceptance and Use of Technology Perspective

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