The purpose of this paper is to: empirically validate a modified unified theory of acceptance and use of technology (UTAUT) model by adding an “e‐learning motivation”…
The purpose of this paper is to: empirically validate a modified unified theory of acceptance and use of technology (UTAUT) model by adding an “e‐learning motivation” construct in the South American context; try to determine the role of e‐learning motivation in the use and adoption of e‐learning systems and conversely the effect of technology on students' e‐learning motivation; and to test region and gender as moderators in the model.
A survey method was used to collect data from 47 schools located at different regions: the coast, Andes, and jungle of Peru. The partial least square technique was used for data analysis.
It was found that “e‐learning motivation” and “social influence” had a positive influence on behavioural intention, while “facilitating condition” had no effect on e‐learning portal use. Furthermore, use behaviour had a positive influence on e‐learning motivation. Also found was the moderating role of “region”.
The analysis is carried out in a single country, thus, caution should be taken in generalisation of the results.
The findings will help policy makers and practitioners in developing countries to better understand students' e‐learning motivation.
By adopting the UTAUT model, a new construct of “e‐learning motivation” is added, and applied to the South American context.