## 7 Conclusions  
This study uses a modified version of the UTAUT to analyze employees' intentions to use an online learning module in office apps and their actual usage. Correlations between four key determinants of behavioral intention and use and eight user experience motivational factors for sustainable learning were explored. The results indicate that (1) All four determinants (performance expectancy, effort expectancy, social influence, facilitating conditions) based on an adaptation of the UTAUT model significantly support employees' use of the office apps' online learning module for continuous learning; (2) Furthermore, performance expectancy was significantly and positively influenced by career development and business needs; (3) Effort expectancy had a positive effect on intention, attributed to self-management, and was not correlated with learning experience; (4) The positive effect of social influence on intention was attributed to external pressure and was not correlated with company atmosphere; and (5) Facilitating conditions were driven by company support and course quality. The results support the proposed model with acceptable fit measures and strong explanatory power. In response to the findings of this study, several recommendations are directed toward managers, investors, and developers of office information systems within the participating companies. Organizations increasingly seek methods to boost learner motivation and engagement in ongoing digital learning initiatives. A key tactic for accomplishing this goal is through the implementation of gamification. Notable applications of gamification in online learning include heuristic and informational games and facilitated dialogue [96]. These gaming elements maintain learner engagement over extended periods and serve as an additional incentive for effort expectancy, encouraging learners to identify patterns and connections within the training content and mitigating training-related anxieties. Concurrently, there is a concerted effort to offer tailored learning content and customized learning modules, enhancing the relevance and appeal of the material for learners. This approach markedly influences employees' employment of facilitating conditions in online modular learning. The roles of artificial intelligence (AI) and machine learning are becoming crucial in this context. For the effective deployment of organizational online learning for employees, it is essential to acknowledge the social and psychological dimensions of learning, thus allowing for the development of diverse learning experiences, including social, emotional, and personalized learning. Future investigations should focus on data that examine online learning solutions centered on employee needs and developmental goals, potentially shifting from generic, one-size-fits-all online learning approaches to more personalized and custom-tailored systems and methodologies. This research is subject to a number of limitations. The initial conclusions are drawn from the perceptions of employees who opted to participate in the survey, potentially not reflecting the views of the entire workforce within the company. Additionally, the data acquisition relied on self-reported methods instead of direct observation, necessitating a cautious interpretation of the study's findings. Future studies should aim to gather and examine longitudinal data to enhance understanding. A further constraint is the presence of stringent educational policies within some organizations, mandating employees to undertake a specific number of online learning courses based on their role. Consequently,forthcoming research should endeavor to assess the differential impacts between voluntary and mandatory online learning settings. **Author Contributions:** Conceptualization, S.W. ; data curation, S.W. ; formal analysis, S.W. ; funding acquisition, S.W. and K.N. ; investigation, S.W. ; methodology, S.W. ; project administration, S.W. and K.N. ; software, S.W. ; validation, S.W. ; visualization, S.W. ; writing--original draft, S.W.