Explaining the role of user participation in information system use
Management Science
Empirical evaluation of the revised technology acceptance model
Management Science
The psychological origins of perceived usefulness and ease-of-use
Information and Management
E-Learning: Strategies for Delivering Knowledge in the Digital Age
E-Learning: Strategies for Delivering Knowledge in the Digital Age
Predicting e-services adoption: a perceived risk facets perspective
International Journal of Human-Computer Studies - Special issue on HCI and MIS
A motivational model of microcomputer usage
Journal of Management Information Systems
e-Learning by Design
A meta-analysis of the technology acceptance model
Information and Management
The acceptance and use of a virtual learning environment in China
Computers & Education
International Journal of Human-Computer Studies
Computers in Human Behavior
International Journal of Electronic Commerce
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
Learners' acceptance of e-learning in South Korea: Theories and results
Computers & Education
Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation
Information and Management
Motivational factors that influence the acceptance of Moodle using TAM
Computers in Human Behavior
User acceptance of hedonic information systems
MIS Quarterly
Smartphones as smart pedagogical tools: Implications for smartphones as u-learning devices
Computers in Human Behavior
Computers in Human Behavior
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Acceptance of e-learning by employees is critical to the successful implementation of e-learning in the workplace. To explain why employees might accept the e-learning technology, motivational factors must be considered. Although the Unified Theory of Acceptance and Use of Technology (UTAUT) has identified many variables to understand employees' motivation to use e-learning, current literature cannot conclude the roles of extrinsic and intrinsic motivators in the technology adoption process. Consequently, organizations often overestimate the effects of extrinsic motivators in promoting e-learning while ignoring employees' intrinsic motivation. To examine the effect difference between the two motivational factors, this study surveyed 261 employees in a food service company in South Korea with the UTAUT instrument. Upon analyzing 226 valid cases with LISREL, the findings revealed that intrinsic motivators (effort expectancy, attitudes, and anxiety) affected employees' intention to use e-learning in the workplace more strongly than did the extrinsic motivators (performance expectancy, social influence, and facilitating conditions). Furthermore, the effects of intrinsic motivators mediated the effect of extrinsic motivators. Implications of this study are important for both researchers and practitioners.