In this study the perceived value construct of the Unified Theory of Acceptance and Use of Technology (UTAUT2) is investigated in the context of a learning management system (LMS), in which the construct is redefined from its original price value conceptualization. It was found that many researchers simply ignore the price value construct when applying the UTAUT2 model in technology use studies in the educational context. This study extends the UTAUT2 framework by integrating the learning value construct and provides fresh insight about predictors of students' intentions towards LMS and its use. A quantitative research approach was employed by utilizing a closed-ended questionnaire to collect data from Malaysian university students who were users of LMS. Probability proportional stratified sampling was employed to select an appropriate sample. The results indicated a good measurement and structural model fit and suggested the significant influence of performance expectancy, social influence and learning value on students' intention towards LMS and also confirmed the influence of facilitating conditions and behavioral intention on LMS use. The extended UTAUT2 framework helps in understanding students' perceived value in the LMS context. Furthermore, this study will help institutions to consider the factors for successful implementation of an LMS in an academic setting.

No abstract

Innovation diffusion theory (IDT) has consistently been used to investigate users' technology adoption. However, it neglects the influence of emotions on technology adoption. The study objectives address the integration of emotional attachment and two-dimensional self-efficacy that provides a fresh insight into the investigation of key predictors of eBook reader adoption intention. Quantitative methodology was used and questionnaire data were collected from university students. Probability proportional stratified sampling technique was used to obtain the proportionate sample. The results indicated that the relative advantage, trialability, observability, human-assisted self-efficacy, and individual self-efficacy significantly influence the adoption of eBook readers. However, emotional attachment to paper books negatively influences the relationship between user attitude towards eBook readers and adoption of eBook readers. The results indicate a good measurement model fit and confirmed the validity and reliability of the framework. The integrated framework will be useful in understanding the behavioural and emotional factors associated with the adoption of eBook readers. Moreover, a better understanding of the contributions of assisted and individual self-efficacy for the adoption of any new product or technology will be obtained. The proposed integration will help the managers before introducing a new product in the target market by considering the users' emotional attachment to prior products.

PurposeExamines how perceived knowledge quality influences researchers' satisfaction with academic social media (ASM) site use, perceived learning from use, and loyalty toward the site.Design/methodology/approachBuilt upon the theoretical grounding of the information system success framework, it was hypothesized that satisfaction, perceived learning, and loyal behavior toward an ASM site are all functions of the perceived quality of knowledge obtained. Data were collected by online survey from 348 researchers registered on ResearchGate and subjected to SmartPLS structural equation modeling, bootstrapping, and blindfolding.FindingsThe hypothesized relationships were supported. Perceived knowledge quality significantly influences researchers' satisfaction with ASM site use, and satisfaction affects perceived learning and researchers' loyalty with the ASM site.Research limitations/implicationsIdentification of the relationship between perceived knowledge quality and ASM site success extends the study of ASM sites from description of usage patterns to understanding the effect of content quality on important outcomes of use.Practical implicationsASM sites rely on the quality of knowledge contributed by their members for satisfaction, loyalty, and perceptions of value. The ongoing success of an ASM requires directed attention to quality knowledge provision.Originality/valueThis paper contributes a simplified DeLone & McLean information system success framework for studies of content quality. It also provides fresh insights into ASM site usage through a focus on the role of perceived knowledge quality in forming satisfaction, learning, and loyalty.

This study explores the intrinsic and extrinsic features of Moodle learning managements system and how these features motivate students to use an e-learning portal, which subsequently influences their perceived learning effectiveness and academic performance. Theoretical underpinning of motivation theory, self-determination theory (SDT), and cognitive evaluation theory (CET) is used to design the framework. The quantitative empirical research to test the hypothesized relationships was conducted on 276 online students in Pakistan who use Moodle for online learning. By analysing the responses using AMOS, the findings reveal that both the intrinsic motivators (communication module features, course content module features and course delivery module features) and extrinsic motivator (assignment module feature) significantly influence the students’ perceived learning effectiveness, which results in improve academic performance.