An engagement and motivation model for online learning technologies

The aim of this study is to construct a technology model, named as Online Learning Technology Engagement Model (OLTEM), to enhance our understanding in the adoption of an online learning technology. The study suggests a model covering the theoretical background of underlying motivational processes for technology engagement of students. The sample of the study are 533 students from 4 public universities in Turkey. The constructed model is validated through confirmatory factor analysis (CFA) and structural equational modeling (SEM) analyses. The results indicate that cognitive and social engagement of students are significant estimators of students' perceived achievement. Perceived usefulness (PU) and attitude towards technology (ATT) are significant estimators of both cognitive and social engagement. While content quality, mobile flexibility, system and student characteristics are significant predictors of PU; self-regulation, self-efficacy and interaction are significant predictors of ATT.

Automated summary

The aim of this study is to construct a technology model called OLTEM to enhance understanding in the adoption of online learning technology. The study found that cognitive and social engagement of students significantly impact their perceived achievement, and perceived usefulness and attitude towards technology significantly impact cognitive and social engagement. The constructed model was validated through confirmatory factor analysis and structural equation modeling.