Acceptance of Internet-based learning medium: The role of extrinsic and intrinsic motivation

Matthew K.O. Lee; Christy M K CHEUNG; Zhaohui Chen

doi:10.1016/j.im.2003.10.007

Acceptance of Internet-based learning medium: The role of extrinsic and intrinsic motivation

Matthew K.O. Lee^*, Christy M K CHEUNG, Zhaohui Chen

^*Corresponding author for this work

Research output: Contribution to journal › Journal article › peer-review

811 Citations (Scopus)

Abstract

This study is one of the few attempts to investigate students' acceptance of an Internet-based learning medium (ILM). By integrating a motivational perspective into the technology acceptance model, our model captured both extrinsic (perceived usefulness and ease of use) and intrinsic (perceived enjoyment) motivators for explaining students' intention to use the new learning medium. Data collected from 544 undergraduate students were examined through the LISREL VIII framework. The results showed that both perceived usefulness and perceived enjoyment significantly and directly impacted their intention to use ILM. Surprisingly, perceive ease of use did not posit a significant impact on student attitude or intention towards ILM usage. Implications of this study are important for both researchers and practitioners.

Original language	English
Pages (from-to)	1095-1104
Number of pages	10
Journal	Information and Management
Volume	42
Issue number	8
DOIs	https://doi.org/10.1016/j.im.2003.10.007
Publication status	Published - Dec 2005

Scopus Subject Areas

Management Information Systems
Information Systems
Information Systems and Management

User-Defined Keywords

Design of Internet-based learning systems
Extrinsic motivation
Internet-based information systems acceptance
Internet-based learning medium
Intrinsic motivation
Perceived enjoyment
Perceived usefulness
Technology acceptance model

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10.1016/j.im.2003.10.007

Cite this

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title = "Acceptance of Internet-based learning medium: The role of extrinsic and intrinsic motivation",

abstract = "This study is one of the few attempts to investigate students' acceptance of an Internet-based learning medium (ILM). By integrating a motivational perspective into the technology acceptance model, our model captured both extrinsic (perceived usefulness and ease of use) and intrinsic (perceived enjoyment) motivators for explaining students' intention to use the new learning medium. Data collected from 544 undergraduate students were examined through the LISREL VIII framework. The results showed that both perceived usefulness and perceived enjoyment significantly and directly impacted their intention to use ILM. Surprisingly, perceive ease of use did not posit a significant impact on student attitude or intention towards ILM usage. Implications of this study are important for both researchers and practitioners.",

keywords = "Design of Internet-based learning systems, Extrinsic motivation, Internet-based information systems acceptance, Internet-based learning medium, Intrinsic motivation, Perceived enjoyment, Perceived usefulness, Technology acceptance model",

author = "Lee, {Matthew K.O.} and CHEUNG, {Christy M K} and Zhaohui Chen",

note = "Funding Information: The work described in this paper was partially supported by a grant from City University of Hong Kong (Project No. 7001160). ",

year = "2005",

month = dec,

doi = "10.1016/j.im.2003.10.007",

language = "English",

volume = "42",

pages = "1095--1104",

journal = "Information and Management",

issn = "0378-7206",

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TY - JOUR

T1 - Acceptance of Internet-based learning medium

T2 - The role of extrinsic and intrinsic motivation

AU - Lee, Matthew K.O.

AU - CHEUNG, Christy M K

AU - Chen, Zhaohui

N1 - Funding Information: The work described in this paper was partially supported by a grant from City University of Hong Kong (Project No. 7001160).

PY - 2005/12

Y1 - 2005/12

N2 - This study is one of the few attempts to investigate students' acceptance of an Internet-based learning medium (ILM). By integrating a motivational perspective into the technology acceptance model, our model captured both extrinsic (perceived usefulness and ease of use) and intrinsic (perceived enjoyment) motivators for explaining students' intention to use the new learning medium. Data collected from 544 undergraduate students were examined through the LISREL VIII framework. The results showed that both perceived usefulness and perceived enjoyment significantly and directly impacted their intention to use ILM. Surprisingly, perceive ease of use did not posit a significant impact on student attitude or intention towards ILM usage. Implications of this study are important for both researchers and practitioners.

AB - This study is one of the few attempts to investigate students' acceptance of an Internet-based learning medium (ILM). By integrating a motivational perspective into the technology acceptance model, our model captured both extrinsic (perceived usefulness and ease of use) and intrinsic (perceived enjoyment) motivators for explaining students' intention to use the new learning medium. Data collected from 544 undergraduate students were examined through the LISREL VIII framework. The results showed that both perceived usefulness and perceived enjoyment significantly and directly impacted their intention to use ILM. Surprisingly, perceive ease of use did not posit a significant impact on student attitude or intention towards ILM usage. Implications of this study are important for both researchers and practitioners.

KW - Design of Internet-based learning systems

KW - Extrinsic motivation

KW - Internet-based information systems acceptance

KW - Internet-based learning medium

KW - Intrinsic motivation

KW - Perceived enjoyment

KW - Perceived usefulness

KW - Technology acceptance model

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U2 - 10.1016/j.im.2003.10.007

DO - 10.1016/j.im.2003.10.007

M3 - Journal article

AN - SCOPUS:28044472075

SN - 0378-7206

VL - 42

SP - 1095

EP - 1104

JO - Information and Management

JF - Information and Management

IS - 8

ER -

Acceptance of Internet-based learning medium: The role of extrinsic and intrinsic motivation

Abstract

Scopus Subject Areas

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