Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation
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.
internet-based learning medium intrinsic motivation technology acceptance model perceived usefulness perceived enjoyment extrinsic motivation internet-based information systems acceptance design of internet-based learning systems