E-Learning Systems Adoption across Cultures: A Comparison Study

Abstract

By incorporating intrinsic motivator into the Technology Acceptance Model, this study attempts to explain students' behavioral intention in using the E-learning system from a motivational perspective. In addition, we empirically compared the E-learning system adoption and usage behavior between Chinese students and Canadian students. The results show that both perceived usefulness and enjoyment have significant impact on students' intention to use the system in two groups. However, in contrast to Chinese subjects, Canadian subjects do not think ease of use has impact on their intention to use it. The academic and practical implications of the study are discussed.