Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation
Matthew K.O. Lee *, Christy M.K. Cheung, Zhaohui Chen
Department of Information Systems, Faculty of Business, City University of Hong Kong, Kowloon Tong, Hong Kong SAR, PR China Received 6 January 2003; received in revised form3 March 2003; accepted 17 October 2003 Available online 12 February 2005
Abstract This study is one of the few attempts to investigate students’ acceptance of an Internet-based learning medium (ILM). By integrating a motivational perspective into the technology acceptance model, our model captured both extrinsic (perceived usefulness and ease of use) and intrinsic (perceived enjoyment)motivators for explaining students’ intention to use the new learning medium. Data collected from 544 undergraduate students were examined through the LISREL VIII framework. The results showed that both perceived usefulness and perceived enjoyment signiﬁcantly and directly impacted their intention to use ILM. Surprisingly, perceive ease of use did not posit a signiﬁcant impact on student attitude orintention towards ILM usage. Implications of this study are important for both researchers and practitioners. # 2004 Elsevier B.V. All rights reserved.
Keywords: Internet-based learning medium; Technology acceptance model; Extrinsic motivation; Intrinsic motivation; Perceived enjoyment; Perceived usefulness; Internet-based information systems acceptance; Design of Internet-based learning systems
1.Introduction The new generation has incorporated the Internet into their daily life. According to a collaborative study,1 93% of college students have access to the Internet. A recent study2 also found that young people
* Corresponding author. Tel.: +86 852 2788 7348; fax: +86 852 2788 8694. E-mail address: firstname.lastname@example.org (Matthew K.O. Lee). 1 Harris Interactive and 360 Youth (2003)http://cyberatlas.internet.com/big_picture/demographics/article/ 0,,5901_1583871,00.html. 2 Pew Internet & American Life: Majority of US college students on the Net (2002) http://www.nua.ie/surveys/index.cgi?f=VS&art_id=905358385&rel=true.
are highly active Internet users. For example, 60% go online to download music, 72% check email on a daily basis. 73% get information for school work, and 28% goonline for instant messaging with their friends. Because of their high degree of Internet penetration and adoption the Internet is potentially an excellent medium for teaching and learning. Despite the excellent potential of the Internet as a learning medium, its value will not be realized if teachers and students do not accept it for teaching and learning. Moreover, teachers are reluctant toinvest their time and effort if they are not conﬁdent that students will ﬁnd the medium acceptable. Thus there is a need to investigate the student acceptance of an Internet-based
0378-7206/$ – see front matter # 2004 Elsevier B.V. All rights reserved. doi:10.1016/j.im.2003.10.007
M.K.O. Lee et al. / Information & Management 42 (2005) 1095–1104
learning medium (ILM) in order tounderstand the various drivers inﬂuencing acceptance. One of the primary goals of using an ILM is to support and improve student learning. Like any information systems, user acceptance and usage are important primary measures of system success . Catchpole  suggested that successful technologymediated distant learning must generate student involvement and participation. Similarly, a successfulILM should be widely adopted with active participation from students. An ILM readily accepted by students will be conducive to generating student involvement and participation in the learning process. This again calls for a better understanding of the drivers for ILM acceptance. Building and implementing an Internet-based learning portal is not an inexpensive option for academic institutions. The...