UTAUT2를 활용한 온라인학습시스템의 학습자수용에 미치는 영향에 관한 연구

With the onset of the COVID-19 pandemic, online classes in educational settings have expanded significantly. However, the relationship between learners’ intention to use online learning systems and their actual usage behavior has not been clearly identified. Therefore, this study aimed to analyze the acceptance factors of online learning systems, which are increasingly adopted in university education, and to explore effective ways to utilize these systems in foreign language learning?particularly in English courses. To this end, the study employed the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) as its theoretical framework, and empirically examined how performance expectancy, effort expectancy, social influence, facilitating conditions, and hedonic motivation affect university students’ intention to adopt and actual usage behavior of online learning systems. In addition, the study tested the moderating effects of learners’ self-directedness and English learning self-efficacy on the relationship between the technological characteristics of online learning systems and learners’ behavioral intentions. The results of the study are as follows. First, performance expectancy, effort expectancy, social influence, facilitating conditions, and hedonic motivation all had a significant positive effect on usage intention. Among these, hedonic motivation and facilitating conditions were found to have the most significant influence. This implies that the elements of enjoyment in learning content and the system’s convenience are key factors in enhancing learners’ intention to use the system. It suggests that designing systems that are simple and enjoyable is more important than offering complex functions. Second, the influence of system-related factors varied depending on learners’ individual characteristics. For learners with high levels of English self-efficacy or self-directedness, the provision of enjoyable content or short-term performance-oriented content proved more effective. This highlights the need for personalized online learning design. Based on these findings, the implications are as follows. First, from an academic perspective, the extended UTAUT2 model provides a theoretical framework to explore and validate the factors influencing the intention to use online learning systems. This supplements the limitations of existing technology acceptance models and offers a theoretical basis for explaining university students' adoption of online learning systems. Second, by providing foundational data for the effective use of online learning, the study offers practical insights for universities and online education stakeholders. In response to the growing demand for online learning, it can contribute to the development of strategies that establish effective touchpoints with learners.