The role of psychological ownership and the technology acceptance model in teachers’ continuance intention of a virtual learning environment

• Main Author: Yim, Joanne Sau Ching
• Format: Final Year Project / Dissertation / Thesis
• Published: 2019
• Subjects: BF Psychology; QA76 Computer software
• Online Access: http://eprints.utar.edu.my/3554/1/The_role_of_psychological_ownership_and_the_technology_acceptance_model_in_teachers%E2%80%99_continuance_intention_of_a_virtual_learning_environment.pdf; http://eprints.utar.edu.my/3554/

The long-term viability and sustainability of any educational technology hinges on users’ continuance in using the technology, especially in a voluntary use context. Drawing upon prior empirical support, this study seeks to unravel factors which affect continuance intention towards technology with the research streams of psychological ownership and the Technology Acceptance Model. The central premise of the study is that individuals develop psychological ownership when they use a particular technology, forming a psychological connection to it which can foster continuance intention by affecting their beliefs and attitude. This notion is examined in the context of a cloud-based virtual learning environment, among practicing teachers of public schools in Malaysia. Given that teachers can exercise volition over the usage of this VLE, it is important to examine their continuance towards the VLE, as it serves as a gateway for work management, teaching and learning, and communication. A hypothesised model was developed to examine psychological ownership of a VLE with predictors of experienced control, knowledge, and investment of the self in the VLE. In turn, psychological ownership is positioned as an external variable that influence continuance intention through perceived usefulness, perceived ease of use, and attitude towards using the VLE. Examination entails the direct and indirect effects between the constructs of the proposed model. Potential confounding effects from individual differences were controlled using the control variables of VLE experience, training, and teaching load. Employing a cross-sectional survey approach, data were collected using questionnaires distributed to teachers teaching in four states in northern Malaysia. The study translated established scales to measure the constructs using back-translation, and these scales were refined based on pre-tests and a pilot study. After data were cleaned, hypothetical relationships were examined with a total of 1068 responses using Partial Least Squares Structural Equation Modelling (PLS-SEM). Results largely supported the model, explaining 67.7% of variance in continuance intention. Among the proposed antecedents of psychological ownership, investment of the self was the most salient predictor. Psychological ownership was also found to be a significant external variable which influenced perceived usefulness and perceived ease of use, these beliefs influenced attitude towards using a VLE, and subsequently continuance intention. Interestingly, perceived usefulness was not significant to continuance intention, while attitude was found to potentially fully mediate the relationship between perceived usefulness and continuance intention. In a world of proliferating online learning environments seeking user participation, this study offers an explanation of teachers’ continuance intention by relating the variables. These findings have important implications on theory, practice, and methods. In theory, the study combines the research streams of psychological ownership and the Technology Acceptance Model to validate theoretical propositions to explain teachers’ sustainability behaviour towards a VLE. In practice, the study identifies salient factors pertinent to teachers’ continuance intention which can benefit various stakeholders to bridge the gaps between education policy planning and implementation. In terms of methods, the study supports a cumulative practice of research by validating measures for the examination of psychological ownership in the VLE context.