The effect of interinsic motivation on learners' behavioural intention to use e-learning systems

Alaulamie, Abdullah A.; Mansour, Ali; Daly, Herbert; Adjei, Osei

doi:10.1109/ithet.2012.6246057

Cited by 22 publications

(32 citation statements)

References 25 publications

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“…This study also found a significant positive relationship (β=0.365, p<0.001) between Enjoyment and PU. This finding is consistent with many previous studies (including: Al-Aulamie et al, 2012;Chen et al, 2013;Park, Son et al, 2012;Wu & Gao, 2011;Zare & Yazdanparast, 2013;Zhang et al, 2007). This means students who enjoy using an e-portfolio find the e-portfolio useful in its purpose.…”

Section: Discussionsupporting

confidence: 92%

“…The correlation found between Enjoyment and PEOU is consistent with previous studies (e.g. Al-Ammary et al, 2014;Al-Aulamie et al, 2012;Al-Gahtani, 2016;Arenas-Gaitan, Rondan-Cataluna & Ramirez-Correa, 2010;Chen et al, 2013;Martinez-Torres et al, 2008;Shyu & Huang, 2011;Zare & Yazdanparast, 2013). The correlation found between SE and PEOU is also consistent with previous studies (e.g.…”

Section: Discussionsupporting

confidence: 91%

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Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios

Abdullah

Ward

Ahmed

2016

Computers in Human Behavior

487

341

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Engagement with e-portfolios has been shown to improve students' learning. However, what influences students to accept e-portfolios is a question that needs careful study. The purpose of this study is to investigate the influence of Self-Efficacy, Subjective Norm, Enjoyment, Computer Anxiety and Experience on students' Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of an eportfolio system and their Behavioural Intention (BI) to use the system for learning. To do this, the study tested and used the General Extended Technology Acceptance Model for E-Learning (GETAMEL) in the context of e-portfolios. Valid data were collected from 242 UK undergraduate students who had been introduced to e-portfolios. The data set was analysed using SPSS software. Results showed that the best predictor of student's Perceived Ease of Use of the e-portfolio is Experience, followed by Enjoyment, Self-Efficacy and Subjective Norm. The best predictor of student's Perceived Usefulness of the e-portfolio is Perceived Ease of Use followed by Enjoyment. Both Perceived Ease of Use and Perceived Usefulness predict student's Behavioural Intention to Use the e-portfolio. The findings improve understanding regarding acceptance of e-portfolio systems and this work is therefore of particular interest to researchers, developers and practitioners of eportfolios.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 91%

Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios

Abdullah

Ward

Ahmed

2016

Computers in Human Behavior

487

341

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show abstract

“…In regards to the relationship between Enjoyment and PU eight out of eight studies (100%) found a significant positive relationship between the two constructs (shown in table 9). If a student believes that using an e-learning system is enjoyable then he or she is therefore more likely to have positive perceptions about the ease of use and usefulness of the system (Al-Aulamie et al, 2012;Chen, Lin, Yeh & Lou, 2013;Zare & Yazdanparast, 2013) and a higher degree of intention to use the system (Lee et al,2005;Cheng, 2011Cheng, , 2012.…”

Section: Perceived Enjoymentmentioning

confidence: 99%

Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors

Abdullah

Ward

2016

Computers in Human Behavior

738

561

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To identify the most commonly used external factors of Technology Acceptance Model (TAM) in the context of e-learning adoption, a quantitative meta-analysis of 107 papers covering the last ten years was performed. The results show that Self-Efficacy, Subjective Norm, Enjoyment, Computer Anxiety and Experience are the most commonly used external factors of TAM. The effects of these commonly used external factors on TAM's two main constructs, Perceived Ease of Use (PEOU) and Perceived Usefulness (PU), have been studied across a range of e-learning technology types and elearning user types. The results show that the best predictor of student's PEOU of e-learning systems is Self-Efficacy (β=0.352), followed by Enjoyment (β=0.341), Experience (β=0.221), Computer Anxiety (β=-0.199) and Subjective Norm (β=0.195). The best predictor of student's PU of e-learning systems is Enjoyment (β=0.452), followed by Subjective Norm (β=0.301), Self-Efficacy (β=0.174) and Experience (β=0.169). Using these external factors and their effect sizes on PEOU and PU, this study proposes a General Extended Technology Acceptance Model for E-Learning (GETAMEL).

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“…Perceived enjoyment [48,49,50,51] Define as the level to which "the activity of applying a particular framework considered to be interesting in its own right, regardless of the consequences" [44].…”

Section: Constructsmentioning

confidence: 99%

Technology Acceptance Model' Concepts, Contribution, Limitation, and Adoption in Education

Zaineldeen¹,

Li²,

Koffi³

et al. 2020

ujer

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The effect of interinsic motivation on learners' behavioural intention to use e-learning systems

Cited by 22 publications

References 25 publications

Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios

Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios

Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors

Technology Acceptance Model' Concepts, Contribution, Limitation, and Adoption in Education

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