An Integrated Model of Voice-User Interface Continuance Intention: The Gender Effect

Advanced speech recognition technology facilitated the development of voice-based smart devices. Voice user interface (VUI) is now a common feature on smartphones, computers, smart home devices, and car systems. The fragmented and context focused literature on VUI motivates this examination of the relationship between perceived quality and customer satisfaction in VUI portable devices. This study is the first to introduce extrinsic motivational factors as an extension to Wixom and Todd’s model. These additional antecedent factors add an enriched explanation of VUI user behavior. This study is also the first to consider the role of gender in a VUI behavior model. Our findings suggest that the proposed driving factors, including trust, perceived risks, perceived enjoyment, and mobile self-efficacy, significantly affect VUI user attitudes, which influence their continuance intention. Our results also address the role of gender on the association of attitude toward VUI use and its antecedents. The findings show that perceived risk (privacy concerns) and perceived ease of use are more influential on VUI use behavior of males than females. However, the effect of trust and mobile self-efficacy play a more crucial role for females than males.     

The roles of intrinsic motivators and extrinsic motivators in promoting e-learning in the workplace: A case from South Korea

Acceptance of e-learning by employees is critical to the successful implementation of e-learning in the workplace. To explain why employees might accept the e-learning technology, motivational factors must be considered. Although the Unified Theory of Acceptance and Use of Technology (UTAUT) has identified many variables to understand employees’ motivation to use e-learning, current literature cannot conclude the roles of extrinsic and intrinsic motivators in the technology adoption process. Consequently, organizations often overestimate the effects of extrinsic motivators in promoting e-learning while ignoring employees’ intrinsic motivation. To examine the effect difference between the two motivational factors, this study surveyed 261 employees in a food service company in South Korea with the UTAUT instrument. Upon analyzing 226 valid cases with LISREL, the findings revealed that intrinsic motivators (effort expectancy, attitudes, and anxiety) affected employees’ intention to use e-learning in the workplace more strongly than did the extrinsic motivators (performance expectancy, social influence, and facilitating conditions). Furthermore, the effects of intrinsic motivators mediated the effect of extrinsic motivators. Implications of this study are important for both researchers and practitioners.     

The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology

Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers’ utilization of e-learning technology in connection with on-site courses. In the proposed model teachers’ extrinsic motivation (i.e. perceived usefulness), confirmation of pre-acceptance expectations and intrinsic motivation are predicted to be influenced by perceived autonomy, perceived competence and perceived relatedness. Even though information systems continuance theory has received quite extensive attention in prior research, this study is among the first to examine the effects of self-determination theory constructs in the context of teachers’ utilization of e-learning technology. The results show that extension of IS-continuance theory with constructs that represent users’ basic psychological needs and intrinsic motivation can be useful for predicting their e-learning continuance intentions.     

Cyber-slacking in the classroom: Potential for digital distraction in the new age

In the modern world of constant connectivity, it is difficult to detach students from technology. Today, we walk into classrooms that are filled with computers and Ethernet plugs. Students are carrying laptops, smartphones, and other devices into classrooms for their learning needs. Although technology in classroom has its benefits, many students constantly succumb to its use during class for non-class related purposes, thereby impacting their learning. This study draws upon the augmented version of the theory of planned behavior, social learning theory and the pedagogical literature to investigate the factors influencing students' attitudes and intentions to use technology during class for non-class related purposes. The hypothesized model was validated by conducting a survey to collect the data and using partial least squares for analysis. The results demonstrate that students' attitudes are influenced by student consumerism, escapism, lack of attention, cyber-slacking anxiety, and distraction by others' cyber-slacking behavior. Further, lack of attention is shaped by intrinsic and extrinsic motivation, class engagement, and apathy towards course material. Theoretical and practical implications of the findings are discussed.     

The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology

Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers’ utilization of e-learning technology in connection with on-site courses. In the proposed model teachers’ extrinsic motivation (i.e. perceived usefulness), confirmation of pre-acceptance expectations and intrinsic motivation are predicted to be influenced by perceived autonomy, perceived competence and perceived relatedness. Even though information systems continuance theory has received quite extensive attention in prior research, this study is among the first to examine the effects of self-determination theory constructs in the context of teachers’ utilization of e-learning technology. The results show that extension of IS-continuance theory with constructs that represent users’ basic psychological needs and intrinsic motivation can be useful for predicting their e-learning continuance intentions.     

Empirical study on continuance intentions towards E-Learning 2.0 systems

Although E-Learning 2.0 has played a significant role in training and development within the organisational environment, after an initial acceptance, its use is frequently discontinued. Prior studies offered insights into participation in E-Learning; however, there is limited research on continuance intention towards E-Learning 2.0 systems in organisational contexts. Furthermore, the most widely used research models, such as technology acceptance model (TAM), neglect the interactive social processes in E-Learning 2.0. Therefore, this study proposes a unified model integrating the TAM, the information system success model and social motivation theories to investigate continuance intentions towards E-Learning 2.0 in an organisational context. A sample of 284 participants from companies in China that have already implemented E-Learning 2.0 systems took part in this study. Structural equation modelling was conducted to test the research hypotheses. The results show that the unified model provides a more comprehensive understanding of the cognitive processes and behaviours related to this context: (1) perceived usefulness and attitude were critical to the continuance intention towards an E-Learning 2.0 system; (2) perceived usefulness was a significant mediator of the effects from perceived ease of use, information quality and social influence on continuance intention; (3) perceived ease of use, information quality and social influence were found to play important roles in predicting the continuance intention; (4) system quality played an important role in affecting the perceived ease of use; and (5) unexpectedly, social motivations had no significant effect on attitude.     

Age as a moderator of attitude towards technology in the workplace: work motivation and overall job satisfaction

Given the prevalence of technology in the workplace, an understanding of employees' attitudes towards technology is essential. Such attitudes have been linked to such important issues as the successful implementation of new technologies in the workplace, employee intent to use technology, and the actual usage of technology by employees. As a result of the rapidly aging workforce, and because age has been linked to computer use and comfort, it is important to examine the relationship that may exist between age and attitudes towards technology. This study examines age as a moderator of 612 employees' attitudes towards technology in relation to work motivation (intrinsic and extrinsic) and overall job satisfaction. Further, given the technological socialisation of the Generation X (Gen X) versus the Baby Boomers, our sample comprised these two demographics. Hierarchical moderated multiple regression indicates age moderates the relationship between attitude towards technology and intrinsic motivation, extrinsic motivation, and to a lesser extent, overall job satisfaction. In each instance, older employees exhibit the strongest relationships with the outcome variables when possessing a high attitude towards technology. In contrast, older employees exhibit the weakest relationships when possessing a low attitude towards technology. These results are supportive of the moderating effect of age on attitude towards technology. Lastly, implications and directions for future research are discussed.     

Can we have fun @ work? The role of intrinsic motivation for utilitarian systems

Since the introduction of the Motivational Technology Acceptance Model in 1992, many researchers have considered both extrinsic and intrinsic motivation as antecedents of intent to use and actual use of a system. However, it has been a long-standing and largely unchallenged assumption that intrinsic motivation (i.e., fun or enjoyment) is a more dominant predictor of hedonic (fun) application use and that extrinsic motivation (i.e., usefulness) is a more dominant predictor of utilitarian (practical) application use. In this article, we probe whether system type serves as a boundary condition (i.e., moderator) for understanding an individual’s interaction with information technology. Specifically, we examine whether perceived enjoyment’s influence on perceived ease of use, perceived usefulness, intention, and use varies with system type. On the basis of a meta-analytic structural equation modeling analysis of 185 studies between 1992 and February 2011, our findings suggest intrinsic motivation is equally relevant for predicting intentions toward using and actual use of both hedonic and utilitarian systems. Therefore, our meta-analytic results call into question the rigidity of the assumption that system type is a ‘boundary condition’ for understanding individuals’ interaction with information technology. The implications of these results for research and practice are discussed.     

An investigation of user communication behavior in computer mediated environments

Computer Mediated Environments (CMEs) allow people to communicate and interact electronically, either synchronously or asynchronously, their key characteristic being online interactivity. This study attempts to provide a better understanding of communication behavior in CMEs, the study objective being to investigate the effects of the level of interactivity on web users’ attitudes and intentions towards the use of online communication tools. It tests constructs based on system characteristics (interactivity), extrinsic motivation (the Technology acceptance model), and intrinsic motivation (Flow theory) in an integrated theoretical framework for online communication behavior. This study demonstrates the development of a reliable and valid measure to capture several critical constructs in order to understand online communication behavior. Questionnaires were placed on the website for voluntary participants who use online communication tools to complete. The statistical results revealed that attitude and behavioral intention are directly affected by users’ internal and external motivation, and are indirectly affected by interactivity through the perceived ease of use, perceived usefulness, and flow experience. This shows that interactivity is an important element of web-based information technology for absorbing users, and is not only mediated by task-oriented (external) motivation but also entertainment-oriented (internal) motivation.     

Exploring the effects of organizational justice,personal ethics and sanction on internet use policy compliance

Internet security risks, the leading security threats confronting today's organizations, often result from employees' non‐compliance with the internet use policy (IUP). Extant studies on compliance with security policies have largely ignored the impact of intrinsic motivation on employees' compliance intention. This paper proposes a theoretical model that integrates an intrinsic self‐regulatory approach with an extrinsic sanction‐based command‐and‐control approach to examine employees' IUP compliance intention. The self‐regulatory approach centers on the effect of organizational justice and personal ethical objections against internet abuses. The results of this study suggest that the self‐regulatory approach is more effective than the sanction‐based command‐and‐control approach. Based on the self‐regulatory approach, organizational justice not only influences IUP compliance intention directly but also indirectly through fostering ethical objections against internet abuses. This research provides empirical evidence of two additional effective levers for enhancing security policy compliance: organizational justice and personal ethics.     

Applying Channel Expansion and Self-Determination Theory in predicting use behaviour of cloud-based VLE

Existence of cloud computing has led to the emergence of cloud-based virtual learning environments (VLEs). Unlike existing grid-based VLE studies which engaged extrinsic motivational drivers, e.g. TAM, UTAUT, etc., this study examined the effects of intrinsic motivational factors namely the Self-Determination Theory. The existing studies also focused on the perspective of intention to use or continuance intention among undergraduates. However, this study examined the actual use behaviour and instructional effectiveness of a cloud-based VLE among teachers. Channel Expansion Theory, VLE attributes and demographics are also incorporated in predicting use behaviour. The instrument has been rigorously developed and validated and 608 teachers were selected in two waves (T1 and T2) of survey using random sampling from 351 schools nationwide. multi-layer perceptron (MLP) using neural network was used to analyse the data. All predictors were found to be relevant in predicting use behaviour. The study may offer an opportunity for a new paradigm shift from behavioural intention and continuance intention to actual use behaviour. It also provides the theoretical foundation for parametric hypothesis testing in future related studies. Several theoretical and practical implications for scholars, Ministry of Education, VLE providers, school authorities and educationists were discussed.     

The influence of individual differences on continuance intentions of enterprise resource planning (ERP)

This study aims to investigate whether individual differences affect enterprise resource planning (ERP) users’ continuance intention. In the initial stage ERP users usually lack the complete will to determine whether or not they use ERP, but their continuance intentions are not always mandatory. Thus, understanding the relationship between individual differences and continuance intention helps design an effective training program, which in turn improves the effectiveness of ERP usage. Grounded on expectation-confirmation theory (ECT), this study examined the influences of dynamic and stable individual differences on satisfaction and continuance, respectively. Dynamic individual differences include both general computer self-efficacy and computer anxiety, and personal innovativeness in information technology (IT) refers to a stable, situation-specific traits. In addition to individual differences, we also assessed the moderating effect of ERP experience. A cross-sectional survey method was used to collect data. A total of 305 useful responses were analyzed by using partial least squares (PLS). We found that all the individual differences affect continuance intention either directly or indirectly (through satisfaction). Individuals’ prior experience of ERP moderates five of the relationships between individual differences and continuance intention. We also provide implications for both managers and researchers.     

Exploring the determinants of IS developers’ behavioural intention to learn business skills

While previous research has emphasised the importance of business skills for information systems (IS) developers in the process of IS development, few studies have investigated the determinants of IS developers’ behavioural intention to learn business skills. The current study explores the factors affecting IS developers’ intention to learn business skills based on previous theories and research. Data collected from 258 valid respondents are tested against the research model using the partial least-squares approach. The results indicate that both job involvement and career insight have significant positive effects on extrinsic and intrinsic motivations for learning business skills. Additionally, learning self-efficacy is not only found to have a significant influence on learning intention, but is also found to have a moderating effect on the positive relationship between intrinsic motivation and learning intention. The findings of this study provide several important theoretical and practical implications for IS developers’ behaviour of learning business skills.     

Acceptance of the virtual item auctioning system in online games: The role of intrinsic motivation,extrinsic motivation,and trust

The virtual item auctioning system (VIAS) has economic potential as millions of online players trade their virtual items in an auction‐based environment. However, little empirical research has been conducted about understanding the factors affecting the decision to use the VIAS in online games. To address this gap, the current study uses the technology acceptance model (TAM) to explore the effects of extrinsic motivation‐perceived usefulness, intrinsic motivation‐flow, and trust on the decision to use the VIAS in online games. Three hundred and twenty‐eight surveys were gathered from the users of VIAS in online games. The research model was tested with the structural equation modeling technique, using AMOS 20. The results showed that intrinsic motivation is more important than extrinsic motivation in explaining the use of the VIAS. Furthermore, trust is a strong predictor of both intrinsic and extrinsic motivation. We conclude the study with the discussion of the findings, managerial implications, and suggestions for future research. © 2016 Wiley Periodicals, Inc.     

Continuance intention of blog users: the impact of perceived enjoyment,habit, user involvement and blogging time

The purpose of this study is to understand factors that affect continuance intention of a popular hedonic information system, blogs. The expectation-confirmation theory (ECT) is adapted with perceived enjoyment, habit and user involvement. Data was collected via an online survey. A total of 430 valid responses were collected. The research model was assessed by structural equation modelling (SEM). The results show that continuance intention of blog use was predicted collectively by user involvement, satisfaction and perceived enjoyment. Habit, however, exhibited no strong relationship with satisfaction and use intention. Users' satisfaction with blog use was predicted primarily by perceived enjoyment, followed by users' confirmation of expectation and user involvement. Perceived enjoyment was predicted by users' involvement and users' confirmation of expectation. Blogging time significantly moderates the effect of habit on perceived enjoyment, but not on satisfaction and continuance intention. The integrated model explains 65% of the satisfaction and 57% of continuance intention. The results suggest that integrating perceived enjoyment and user involvement into the ECT provides better insights into continuous use in the blog context.     

Motivational influences on computer-related affective states

Previous studies have established the importance of computer-related affective variables in predicting user satisfaction, frequency of use, and students academic performance. This study examined the effects of motivation to learn to use computers, and previous experience with computers on three computer-related affective states: anxiety, attitudes, and self-efficacy. Participants included 59 male and 52 female university and college students enrolled in introductory computer programming and fundamental courses. Gender differences were found in previous experience with computers, as well as most of the motivation, and all of the affective variables. A path analysis was used to further investigate these relations and to examine their effect on academic performance in introductory computer classes. Results supported the theoretical model, with some modifications. Gender differences in structure were negligible. Finally, students were grouped according to reasons for taking the course: intrinsic, extrinsic, or both. Significant differences among the three groups were found for six of the 10 variables, in all cases favoring an intrinsic motivational orientation.     

Nonlinear technology: Changing the conception of extrinsic motivation?

Think-aloud and self-report data from 84 undergraduates were used to examine the relationship between intrinsic motivation, extrinsic motivation, and use of self-regulated learning (SRL) processes. Participants individually learned about the circulatory system with a hypermedia environment for 30 min. During this experimental session, three measures were used to examine the research questions guiding the study. Participants completed a self-report questionnaire that measured their extrinsic and intrinsic motivation. They also completed a pretest and posttest, which assessed learning outcomes. Lastly, think-aloud data were collected to determine the frequency in which participants used SRL process related to planning, monitoring, and strategy use. Results indicate that participants who had high extrinsic and high intrinsic motivation used significantly more planning and monitoring processes when compared to participants who had lower motivation scores for either the extrinsic or intrinsic category. Additionally, participants who had high extrinsic and high intrinsic motivation significantly outperformed those who had low extrinsic and low intrinsic motivation.     

Exploring the continuance intention of social networking websites: an empirical research

Despite the increasing popularity of social networking websites, very little is known about users’ extrinsic and intrinsic motivations that influence their continued use of these websites. The long-term development of social networking websites depends on their users’ continuance of use. To examine the extrinsic and intrinsic motivations, this study integrates the technology acceptance model, the theory of planned behavior, the expectation disconfirmation model, and flow theory to construct a research model which investigates the factors that motivate users to continue to use social networking websites. The research model was tested empirically within the context of Facebook and 482 samples of data were analyzed using a structural equation modeling approach. The analysis showed that the proposed theoretical model provided a deep understanding of user continuance behavior towards social networking websites. The theoretical and practical implications of this study are discussed.     

Smartphones as smart pedagogical tools: Implications for smartphones as u-learning devices

This study aims at understanding the fundamental factors influencing users’ intentions to continually use smartphones as a ubiquitous learning (u-learning) tool. This study examines consumers’ experiences with smartphone learning in order to investigate the areas of its development as a u-learning application. In this paper, the modified unified theory of acceptance and usage technology (UTAUT) model is used with constructs from expectation-confirmation theory (ECT). While the findings confirm the significant roles of users’ cognitive perceptions, the findings also shed light on the possibility of the smartphone serving as an enabler of u-learning. Users may want to use the smartphone as a telecommunication tool, as well as a u-learning application. The proposed model brings together extant research on smartphones and provides an important cluster of antecedents to eventual technology acceptance via constructs of continuance intention to use and actual usage of u-learning. The empirical findings demonstrate that employing perceived usability and perceived quality would be a worthwhile extension of the UTAUT/ECT in the smartphone learning context, as both were found to be influential in predicting smartphone users’ attitudes and behavioral intentions. Practical implications for industry can be drawn from these findings in terms of strategies and new models for u-learning and beyond.     

The role of perceived social capital and flow experience in building users’ continuance intention to social networking sites in China

The long-term development of social networking sites (SNSs) relies on their users’ continuance of use. This paper tested the role of perceived social capital and flow experience in driving users to continue using SNSs based on the expectation–confirmation model of information systems continuance. Using data from online surveys of social networking sites users in China, the proposed model was tested by using the Partial Least Squares (PLSs) technique. The results show that perceived bridging and bonding social capital have different role in building users’ satisfaction and continuance intention: perceived bridging social capital has remarkable influence on users’ satisfaction and continuance intention, but perceived bonding social capital has none. Flow experience has influence on users’ satisfaction but none on continuance intention. In addition, gender has impact on users’ continuance intention.