Enticing online consumers: an extended technology acceptance perspective
Information and Management
Rethinking scaffolding in the information age
Computers & Education
Intelligent agent supported personalization for virtual learning environments
Decision Support Systems
Mediating the impact of technology usage on perceived ease of use by anxiety
Computers & Education
Investigating Determinants of Software Developers' Intentions to Follow Methodologies
Journal of Management Information Systems
The acceptance and use of a virtual learning environment in China
Computers & Education
The role of perceived resources in online learning adoption
Computers & Education
Factors affecting e-collaboration technology use among management students
Computers & Education
eTeacher: Providing personalized assistance to e-learning students
Computers & Education
A learning style classification mechanism for e-learning
Computers & Education
Agent-customized training for human learning performance enhancement
Computers & Education
AH-questionnaire: An adaptive hierarchical questionnaire for learning styles
Computers & Education
Design of adaptive hypermedia learning systems: A cognitive style approach
Computers & Education
A Preliminary Classification of Usage Measures in Information System Acceptance: A Q-Sort Approach
International Journal of Technology Diffusion
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Discerning what influences a student's acceptance of e-learning is still unclear and has not been well investigated. On the basis of the expectancy-value theory, much effort has been put into identifying the effectual factors regarding the technological expectancy of students. However, aside from technological usage, the adoption of an e-learning system still must consider learning behavior. Thus, researchers should take into consideration both technological and learning expectancies of students while investigating e-learning acceptance. Following mainstream literature on information system acceptance, this study postulates that a student's behavioral intention to accept an e-learning system is determined both by his or her technological expectancy and educational compatibility. Four primary factors, that is, performance expectancy, effort expectancy, social influence, and facilitating conditions, specified in the Unified Theory of Acceptance and Use of Technology (UTAUT) are used to reflect the technological expectancy of students. Further, educational compatibility, which refers the congruence of e-learning systems with the unique leaning expectancies of students, is integrated with the UTAUT to form a new theoretical model for e-learning acceptance. An empirical survey is conducted to examine the proposed model. A total of 626 valid samples were collected from the users of an e-learning system. The findings show that both technological expectancy and educational compatibility are important determinants of e-learning acceptance. However, educational compatibility reveals a greater total effect on e-learning acceptance than does technological expectancy. Implications and practical guidelines for both e-learning developers and practitioners are subsequently presented.