이러닝 사용의도에 있어서 지각된 즐거움과 지각된 유용성의 역할: 사용경험정도 및 나이의 차이

The main goal of this study is to examine what perceived enjoyment and perceived usefulness affect e-learner intention to use e-learning and to identify the differential impact of use experience degree and age. To achieve goal of this study, the proposed research model extends the Davis's Technology Acceptance Model by adding perceived enjoyment and Word-Of-Mouth. The current study also includes e-learner use experience degree and age as moderator variables. This study employs a survey method to empirically test the proposed research model. The data were analyzed using smartPLS, a structural equation modeling tool. The main results of this empirical study are summarized as follows. First, both perceived enjoyment and perceived usefulness have a significant effect on e-learner intention to use e-learning. Second, the path from perceived enjoyment and perceived usefulness to e-learner intention to use e-learning was moderated by use experience degree and age. Third, word-of-mouth has a significant effect on perceived enjoyment. The results of the analysis show that e-learner intention to use e-learning improves through perceived enjoyment as well as perceived usefulness.