E-learning has been widely used as a prominent solution to provide on demand learning opportunities to reduce training time and cost. While e-learning acceptance has received a significant attention in academic/student domain, little research has been conducted in organizational setting. This paper aims to contribute to understanding the underlying factors which influence employees' intention towards using e-learning systems, through developing and proposing a conceptual research model based on one of the most comprehensive behavioral theory, the Unified Theory of Acceptance and Use of Technology (UTAUT). The proposed conceptual model first examines the native UTAUT constructs and then, by borrowing insight from other theories in the literature, expands the UTAUT theory to account for more context-specific e-learning factors in a workplace setting, namely, perceived organizational support, e-learning self-efficacy, perceived e-learning content quality and e-learning satisfaction. The paper also identifies directions for an empirical examination of the proposed research model in future.
While prior research on technostress has examined its different adverse effects, the role of emotion has largely been ignored. Emotions play a major role in individuals' beliefs and guide their behavior and decision-making process. Thus, it is essential to understand how IT users emotionally respond under the presence of technostress creators in the workplace. To that end, this paper seeks to identify different emotional responses induced by technostress creators. We surveyed 188 employees from different industries and used path modelling techniques to analyze the data. The results of the research show that techno-overload and techno-complexity are significant predictors of negative emotions. Moreover, while techno-complexity is negatively associated with positive emotions, techno-uncertainty was positively associated with positive emotions. The influences of other technostress creators, such as techno-invasion and techno-insecurity are less clear. More research is needed to identify outcomes of emotions associated with each technostress creator and to provide a foundation for effective managerial interventions.
We live in a world of digital ubiquity, where use of information technologies (IT) has permeated every single aspect of our daily life. Carter and Grover (2015) introduced IT identity (ITID) as a measurable construct into IS literature to explain this intertwinement. Since then, it has provided a theoretical foundation for behavioral research in various contexts in IS and other disciplines as well. To reach a better understanding of this emerging phenomenon of interest and the current state of knowledge, this paper aims to review and analyze the increasing literature on ITID concerning its antecedents and consequences in its nomological network. As the first literature review on ITID construct in IS research, this paper contributes to the overall understanding of ITID in order to demonstrate the importance of ITID in a wide range of behavioral IS topics.
ChatGPT, an interactive, generative artificial intelligence (AI) system, was introduced in late 2022, quickly becoming one of the most rapidly adopted technologies in history. The rapid emergence of ChatGPT and similar AI tools, such as Google’s Bard, and GPT-enabled Bing from Microsoft have led to intense discussions about how they will affect various aspects of society, including higher education. Information systems (IS) education will not escape the impact of AI tools. Our goal for this paper is to develop a better understanding of the range of possible impacts of ChatGPT on IS education and to describe how IS educators might respond to these potential impacts. To that end, we discuss challenges for IS education brought on by generative AI tools, and discuss potential future scenarios based on the emergence of such tools, ranging from AI having little impact on IS education to AI serving as competition for IS educators. We examine the challenges and consequences of each scenario. We also discuss potential responses, ranging from doing nothing to embracing AI tools as legitimate learning aids. We then provide several specific recommendations that will allow IS educators to effectively respond to the rise of AI tools.
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