The moderating effect of technology overload on the ability of online learning to meet students' basic psychological needs

Abstract

PurposeMost students are considered digital natives and are presumably equipped to handle extensive technology use. However, online learning turns students into involuntary telecommuters when it is the primary modality. The prevailing trends of online learning, digital socialization, telehealth and other online services, combined with remote work has increased students' reliance on information and communications technologies (ICTs) for all purposes, which may be overwhelming. We examine how technology overload strains the ability of online learning to meet students' basic psychological needs (BPNs), which can decrease positive outcomes such as academic enjoyment and personal performance.Design/methodology/approachData was collected via an online survey of 542 university students and the proposed model was tested using partial least squares (PLS) regression.FindingsWe find that technology overload can diminish the positive relationship between online learning intensity and BPNs satisfaction, which is alarming because BPNs satisfaction is critical to students' positive experiences. Moreover, we find that technology overload and lack of technology experience can directly drive BPNs frustration, which decreases positive outcomes and increases academic anxiety.Originality/valueWe extend a theoretical framework for telecommuting to examine online learning. Additionally, we consider the role of technology overload and experience both as drivers and as moderators of students' BPNs satisfaction and frustration in online learning. Our results provide valuable insights that can inform efforts to rebalance the deployment of ICTs to facilitate online educational experiences.

Digital platforms: customer satisfaction, eWOM and the moderating role of perceived technological innovativeness

“…Technology acceptance and adoption also have a crucial role in platform success. Recently, personal innovativeness in information technologies has been investigated as a moderator of relevant relationships (Abubakre et al, 2020) and also the moderating role of technology and how it can strengthen satisfaction has been studied in different contexts (James et al, 2021). Also, technology experience has received attention demonstrating a strong influence of personal innovativeness (Thompson et al, 2006), and the perceived ease of use has been found to be a critical element for technology adoption (Venkatesh et al, 2003).…”

Self-Determination Theory and Online Learning in University: Advancements, Future Direction and Research Gaps

“…In the sampled articles, quantitative analysis predominates the overall analysis technique. Structural Equation Model leading the analysis technique either using the Covariance-Based Structural Equation Model (CB-SEM) [25,43,50,[58][59][60][61][62][63] or the Partial-Least Square Structural Equation Model (PLS-SEM) [14,21,42,64,65]. Other quantitative analysis such as regression [66,67], correlation [39,44,68], and ANOVA [17,18,69,70] were also implemented in the sampled research.…”

Does ICT Usage Have a Positive or Negative Effect on Taiwanese Older Adults’ Emotional Experiences? The Moderating Role of Basic Psychological Needs Satisfaction

“…Nevertheless, what is known from past research is that basic psychological needs satisfaction may moderate the relationship between ICT use and emotion ( Allen and Anderson 2018 ; Przybylski et al 2009 ; Fang et al 2019 ; James et al 2022 ; Partala and Kallinen 2012 ; Pettersson et al 2021 ). For example, Przybylski et al ( 2009 ) found that when people’s basic psychological needs are satisfied, they will have a better experience when playing games on ICT; however, when their satisfaction with basic psychological needs is low, they will experience negative emotions such as stress when playing games with ICT.…”

“…For example, Przybylski et al ( 2009 ) found that when people’s basic psychological needs are satisfied, they will have a better experience when playing games on ICT; however, when their satisfaction with basic psychological needs is low, they will experience negative emotions such as stress when playing games with ICT. James et al ’s ( 2022 ) study indicated that people who are satisfied with their basic psychological needs promote their positive learning emotions when learning with ICT, while people with unsatisfied basic psychological needs are more likely to experience learning anxiety when they use ICT to learn.…”