Explaining Continuance Intention of a Cloud-Based Virtual Learning Environment with Psychological Ownership and the Technology Acceptance Model

Abstract

This study investigated teachers' intention to continue using a cloud-based Virtual Learning Environment (VLE) by incorporating the theory of psychological ownership and the Technology Acceptance Model (TAM). Psychological ownership refers to a sense of ownership where people feel psychologically attached to a particular object, and this concept is becoming increasingly relevant in technology adoption research. The study proposed that such phenomenon can also occur when teachers use a cloud-based VLE. Hence, a hypothesized model was tested with 402 practicing teachers from Malaysia. Measures were adapted and adopted from established scales used in previous research. Results from Partial Least Squares Structural Equation Modeling approach affirmed the potential effect of psychological ownership and its antecedents as external variables of TAM. Overall, the model explained 69% variance of teachers' intention in continuing to use the VLE. This study advances the theory of psychological ownership in the technological context, with evidences obtained within the ambit of cloud-based VLE.

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