Roles of interactivity and usage experience in e-learning acceptance: a longitudinal study

Abstract

Purpose – This study's purposes were to longitudinally examine how interactivity factors as the antecedents to learner beliefs affected learners' intention to use the e-learning system and explore whether the effects on learners' usage intention of the e-learning system would change over time with increasing learners' usage experience of the system. Design/methodology/approach – This study gathered sample data from students at a comprehensive university in Taiwan. The sample data were collected in a two-stage survey and were analyzed by using the longitudinal methodology. A total of 252 students agreed to participate in this study, and 225 students effectively participated in both data collections, with a usable response rate of 89.29 percent. Data were analyzed by using structural equation modelling and multiple group analysis. Findings – Interactivity factors (controllability, responsiveness, two-way communication, and personalization) indirectly affected students' intention to use the e-learning system via the extrinsic motivators (perceived usefulness (PU) and perceived ease of use (PEOU)) and intrinsic motivator (perceived enjoyment (PE)). Besides, students' experience in using the e-learning system moderated the effects of PU, PEOU, and PE on intention to use the system. Originality/value – Based on the extended technology acceptance model, the empirical evidence on capturing both extrinsic and intrinsic motivators for completely explaining interactivity antecedents of learners' e-learning acceptance is well documented in this study. Besides, it should be noted that this study contributes significantly to the body of research on evaluating whether the effects of learners' beliefs on their usage intention of the e-learning system may change over time with increasing experience in using the system.