Novel Extension of the UTAUT Model to Understand Continued Usage Intention of Learning Management Systems: The Role of Learning Tradition

Autor/inn/en	Al-Adwan, Ahmad Samed; Yaseen, Husam; Alsoud, Anas; Abousweilem, Fayrouz; Al-Rahmi, Waleed Mugahed
Titel	Novel Extension of the UTAUT Model to Understand Continued Usage Intention of Learning Management Systems: The Role of Learning Tradition
Quelle	In: Education and Information Technologies, 27 (2022) 3, S.3567-3593 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al-Adwan, Ahmad Samed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10758-y
Schlagwörter	Integrated Learning Systems; Independent Study; College Students; Student Attitudes; Self Efficacy; Electronic Learning; Structural Equation Models; Intention; Higher Education; Technology Uses in Education + Suchen Sie Ihr Suchwort? Selbststudium; Collegestudent; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The key objective of this study was to reveal the key factors that impact university students' continued usage intentions with respect to Learning Management Systems (LMSs). Given the context-dependent nature of e-learning, the Unified Theory of Acceptance and Use of Technology (UTAUT) model was applied and extended with constructs principally related to LMSs. The newly added constructs include learning tradition, self-directed learning, and e-learning self-efficacy. The extended model, which measures continued usage intentions with respect to LMSs, was validated with empirical data collected via an online survey questionnaire completed by a sample of 590 higher education students in three private universities in Jordan. PLS-SEM- "Partial least squares structural equation modelling" was employed to examine the various hypotheses introduced in the model. The results demonstrated that: (1) performance expectancy, e-learning self-efficacy, effort expectancy, facilitating conditions, and social influence have a direct positive influence on continued usage intentions, (2) effort expectancy has a direct positive effect on performance expectancy, (3) performance expectancy partially mediates the relationship between effort expectancy and continued usage intentions, and (4) self-directed learning and learning tradition have direct negative effects on continued usage intentions. The outcomes of this study have valuable theoretical and practical implications for researchers, higher education institutions (HEIs), and developers of LMSs. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01