Information & Management 42 (2005) 1095–1104 www.elsevier.com/locate/dsw

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 form 3 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 or intention 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: ismatlee@cityu.edu.hk (Matthew K.O. Lee). 1 Harris Interactive and 360 Youth (2003)