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Novel extension of the UTAUT model to understand continued usage intention of learning management systems: the role of learning tradition

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Abstract

The key objective of this study was to reveal the key factors that impact university students’ continued usage intentions with respect to Learning Management Systems (LMSs). Given the context-dependent nature of e-learning, the Unified Theory of Acceptance and Use of Technology (UTAUT) model was applied and extended with constructs principally related to LMSs. The newly added constructs include learning tradition, self-directed learning, and e-learning self-efficacy. The extended model, which measures continued usage intentions with respect to LMSs, was validated with empirical data collected via an online survey questionnaire completed by a sample of 590 higher education students in three private universities in Jordan. PLS-SEM- “Partial least squares structural equation modelling” was employed to examine the various hypotheses introduced in the model. The results demonstrated that: (1) performance expectancy, e-learning self-efficacy, effort expectancy, facilitating conditions, and social influence have a direct positive influence on continued usage intentions, (2) effort expectancy has a direct positive effect on performance expectancy, (3) performance expectancy partially mediates the relationship between effort expectancy and continued usage intentions, and (4) self-directed learning and learning tradition have direct negative effects on continued usage intentions. The outcomes of this study have valuable theoretical and practical implications for researchers, higher education institutions (HEIs), and developers of LMSs.

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Acknowledgements

We would like to thank the Business School et al. Ahliyya Amman University, Jordan. Specifically, we would like to gratefully acknowledge the assistance and support of the department of Management Information Systems and the department of Electronic Business & Commerce for providing insightful feedback and guidance.

Author information

Authors and Affiliations

  1. Department of Electronic Business and Commerce, Al Ahliyya Amman University, Amman, Jordan

    Ahmad Samed Al-Adwan & Anas Alsoud

  2. Department of Management Information Systems, Al Ahliyya Amman University, Amman, Jordan

    Husam Yaseen & Fayrouz Abousweilem

  3. Computer Science Department, Community College, King Saud University, Riyadh, Saudi Arabia

    Waleed Mugahed Al-Rahmi

  4. Faculty of Social Sciences and Humanities, School of Education, Universiti Teknologi Malaysia, Skudai, Malaysia

    Waleed Mugahed Al-Rahmi

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  1. Ahmad Samed Al-Adwan
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Appendix

Appendix

Construct

Code

Item

Source

Performance expectancy (PE)

PE1

"I find LMS useful in my learning"

Venkatesh et al. (2011), Abbad (2021)

PE2

"Using LMS enables me to accomplish learning activities more quickly"

PE3

"Using LMS increases my learning productivity"

PE4

"The use of LMS increases my chances of getting a better mark in the courses"

Effort expectancy (EE)

EE1

"My interaction with LMS is clear and understandable"

Venkatesh et al. (2011), Al-Qeisi et al. (2015)

EE2

"I am skillful at using LMS"

EE3

"Learning to use LMS is easy for me"

EE4

"I find it easy to get LMS to do what I want it to do"

Facilitating conditions (FC)

FC1

"I have the resources necessary to use LMS"

Abbad (2021), Lakhal and Khechine (2021)

FC2

"Using the online course system fits my learning style"

FC3

"I have the knowledge necessary to use LMS"

FC4

"A specific person (or group) is available for assistance with LMS difficulties"

Learning tradition (LT)

LT1

"I prefer tradition ways of learning"

Ma and Lee (2020), Al-Adwan (2020), Ma and Lee (2018)

LT2

"I prefer traditional teaching methods with instructors"

LT3

“I prefer face-to-face communication with my instructors and peers”

LT4

"I find ordinary classrooms more effective than other learning alternatives"

E-learning self-efficacy (SE)

SE1

"I feel confident about finding information and downloading files in the LMS"

Balkya and Akkucuk (2021)

SE2

"I feel confident about attaching files to emails in the e-learning system"

SE3

I feel confident about exchanging messages with other users in discussion forums in thee-learning system"

SE4

"I could complete my learning activities using the e-learning system if I had only the system manuals for reference or if I had seen someone else using it before trying it myself"

Social influence (SI)

SI1

"People who are important to me think that I should use LMS"

Abbad (2021), Lakhal and Khechine (2021)

SI2

"People who influence my behavior think I should use LMS"

SI3

"The seniors in my college are helpful in the use of LMS"

SI4

"In general, the university has supported the use of LMS"

Self-directed learning (SDL)

SDL1

"When it comes to learning and studying, I am a self-directed person"

Balkya and Akkucuk (2021), Al-Adwan et al., (2018a, 2018b)

SDL2

"In my studies, I am self-disciplined and find it easy to set aside reading and homework time"

SDL3

"I am able to manage my study time effectively and easily complete assignments on time"

SDL4

"In my studies, I set goals and have a high degree of initiative"

Continued use intention (CIT)

CIT1

"I intend to continue using the LMS for knowledge gathering"

Lwoga and Komba (2015)

CIT2

I intend to continue using the e-learning system for knowledge sharing and construction"

CIT3

"I intend to continue using e-learning system for my coursework in this semester"

CIT4

"Overall, I intend to continue using the e-learning system"

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Al-Adwan, A.S., Yaseen, H., Alsoud, A. et al. Novel extension of the UTAUT model to understand continued usage intention of learning management systems: the role of learning tradition. Educ Inf Technol 27, 3567–3593 (2022). https://doi.org/10.1007/s10639-021-10758-y

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  • DOI: https://doi.org/10.1007/s10639-021-10758-y

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