Personalised learning systems: drivers of employees’ behavioural intention

Schlagheck, S.; Schewe, G.

Abstract

Knowledge management is essential for achieving and maintaining competitive advantage. This can be fostered by learning activities. Due to personalisation, learning materials can be tailored to the learners’ needs and, thus, improve effectiveness and efficiency. To successfully implement such systems, users’ acceptance is crucial. However, which factors affect the intention to use personalised learning systems remains unclear. By applying the unified theory of acceptance and use of technology, we explore factors influencing the intention to use them. Using a quantitative cross-sectional survey, 331 German employees from various industries and positions are asked. A structural equation model with maximum likelihood estimation is chosen for the analysis. Three potential moderators (gender, age, and experience) are examined based on multi-group analyses. Our results suggest that behavioural intention is mainly driven by the expected performance and the anticipated pleasure of using the system. Performance expectancy fully mediates the influence of trustworthiness on intention.

Keywords
behavioural intention; corporate learning; employees; knowledge management; moderation analysis; personalised learning systems; PLS; structural equation model; SEM; technology acceptance; trustworthiness; UTAUT2