Abstract
The current study set out to understand the factors that explain working adults' microlearning usage intentions using the Decomposed Theory of Planned Behaviour (DTPB). Specifically, the authors were interested in differences, if any, in the factors that explained microlearning acceptance across gender, age and proficiency in technology. 628 working adults gave their responses to a 46-item, self-rated, 5-point Likert scale developed to measure 12 constructs of the DTPB model. Results of this study revealed that a 12-factor model was valid in explaining microlearning usage intentions of all working adults, regardless of demographic differences. Tests for measurement invariance showed support for invariance in model structure (configural invariance), factor loadings (metric invariance), item intercepts (scalar invariance), and item residuals (strict invariance) between males and females, between working adults below 40 years and above 40 years, and between working adults with lower technology proficiency and higher technology proficiency levels. While measurement invariance existed in the data, structural invariance was only found across gender, not age and technology proficiency. We then assessed latent mean differences and structural path differences across groups. Our findings suggest that a tailored approach to encourage the use of microlearning is needed to suit different demographics of working adults. The current study discusses the implications of the findings on the use and adoption of microlearning and proposes future research possibilities.
Highlights
In today’s fast-paced and technology-driven working environment, expectations of lifelong learning for many working professionals are shifting toward just-in-time instruction and on-need training (Brandenburg and Ellinger, 2003)
To make comparisons between groups of participants of differing gender, age groups, and technology proficiency, we first tested for measurement invariance between groups and thereafter, tested the structural invariance of our research model
The test of structural invariance across age and technology proficiency levels was not supported, our findings mainly revealed no significant differences in path coefficients between working adults 40 years and below and those above 40 years, and between those who were less proficient in technology and those who were highly proficient in technology
Summary
In today’s fast-paced and technology-driven working environment, expectations of lifelong learning for many working professionals are shifting toward just-in-time instruction and on-need training (Brandenburg and Ellinger, 2003). Microlearning fulfils these expectations as it emphasises delivering self-paced bite-size content and just-in-time training (Hug and Friesen, 2007). With greater volition over technology use, it is important to address the factors driving greater intentions to use microlearning, and understand if these factors differ across working adults of different demographics. The current study investigates differences in working adults’ intentions to participate in microlearning using the decomposed theory of planned behaviour (DTPB) across gender, age, and proficiency in technology.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
