Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation

By Matthew K. O. Lee, Christy M. K. Cheung, Zhaohui Chen. Information Manager (The), 2005

1,259 citations recorded by the source corpus.

Subfields: Communication, Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/8926e2d3c468479195269c8012e35387e396c63b

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Citations in the corpus

Mobile-Based Assessment: Integrating acceptance and motivational factors into a combined model of Self-Determination Theory and Technology Acceptance (2017, background): “Lee, Cheung, and Chen (2005) integrated a motivational perspective into the technology acceptance model, capturing both extrinsic (perceived usefulness and ease of use) and intrinsic (perceived enjoyment) motivators for explaining students' intention to use an Internetbased learning medium.”
University students' behavioral intention to use mobile learning: Evaluating the technology acceptance model (2012, methodology): “…III and IV were not only made based on Davis's prior studies with modifications to fit the specific context of the m-learning but were also mainly adapted from the four prior studies for the study objectives: Park (2009), Ndubisi (2006), Lee, Cheung and Chen (2005) and Malhotra and Galletta (1999).”
Viability of the "Technology Acceptance Model" in Multimedia Learning Environments: A Comparative Study (2007, background): “Some of these major advantages include flexibility and broader accessibility ( Lee, Cheung, & Chen, 2005 ), improved students’ performance (Alavi, 1994), reflective evaluation of the learning experience (Hiltz, 1995), and higher computer self-efficacy (Piccoli, Ahmad, & Ives, 2001).”
The role of self-determination theory in explaining teachers' motivation to continue to use e-learning technology (2009, background): “(2006) and Limayem and Cheung (2008) support this assumption.”
Manipulating perceived social presence through the web interface and its impact on attitude towards online shopping (2007, background): “Recently, several studies have established the positive influence of enjoyment on attitude towards a website (for example Childers et al., 2001; Lee et al., 2005; Monsuwé et al., 2004).”
Who is Responsible for E-Learning Success in Higher Education? A Stakeholders' Analysis (2008, background): “They tend to have “a more fragmented sense of time, a reduced attention span” (Woodill, 2004, page 11) and as a result are usually disappointed and bored with mundane e-learning applications.”
Why people keep coming back to Facebook: Explaining and predicting continuance participation from an extended theory of planned behaviour perspective (2013, background): “This attention however is deemed pertinent as previous efforts were mainly concerned with a more technology-related thinking without giving much attention to precisely identify the social-related in ﬂ uences in this context (see for example [7,35,47,71 – 73]).”
Antecedents and consequences of e‐learning acceptance (2011, methodology): “PU directly affects attitude towards using the e-learning system (Stoel & Lee, 2003; Lee et al ., 2005; Ngai et al ., 2007; Liu et al ., 2009); PEOU directly affects attitude towards using the e-learning system (Stoel & Lee, 2003; Ngai et al ., 2007; Liu et al ., 2009); and PE directly affects…”
Taking "Fun and Games" Seriously: Proposing the Hedonic-Motivation System Adoption Model (HMSAM) (2012, background): “Joy, or perceived enjoyment (PE), is the extent to which using a system is perceived to bring pleasure and fulfillment for their own sake, apart from any anticipated performance consequences (Hong & Tam, 2006; Lee et al., 2005).”
Learners' acceptance of e-learning in South Korea: Theories and results (2009, background): “Based on the extensive literature review on flow theory, service quality, and the Technology Acceptance Model, our study proposes a research model which consists of four independent variables (instructor characteristics, teaching materials, design of learning contents, and playfulness), two belief v”
Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors (2016, background): “…enjoyable then he or she is therefore more likely to have positive perceptions about the ease of use and usefulness of the system (Al-Aulamie et al., 2012; Chen, Lin, Yeh & Lou, 2013; Zare & Yazdanparast, 2013) and a higher degree of intention to use the system (Lee et al.,2005; Cheng, 2011, 2012).”