Abstract
This study investigates university students’ motivations for using contemporary information technologies in learning from a Uses and Gratifications (U&G) perspective. The Repertory Grid Interview technique (RGT) is used to interview 16 participants and capture their technology use motivations and the relationship between motivations, with grounded theory used to determine categories. Interpretive Structural Modelling (ISM) technique is used to identify a structural hierarchical framework of motivations. Eleven categories are found: Access and Content Control, Accessibility, Communication Efficiency, Communication Mode, Communication Quality, Course Management, Information Seeking, Interaction, Learning Capability, Managing Contents, and Self-Disclosure. ISM developed in this study reveals that Access and Content Control, Communication Mode, and Course Management are the most important influencing motivations. In contrast, Communication Efficiency, Communication Quality, and Learning Capability are the three most important influenced motivations. This study has made significant contributions to both IS research, university policy makers, and educators by developing a student-specific motivation scale, and a hierarchical motivation framework.
Recommended Citation
Guo, Zixiu; Stevens, Ken; and Li, Yuan, "Students’ Motivations For Using Contemporary Technologies In Learning: A Structural Approach." (2011). Proceedings of the 2011 AIS SIGED: IAIM International Conference on Information Systems Education and Research. 33.
https://aisel.aisnet.org/siged2011/33