Online Learning Adoption: Effects of Perceived Value and the Moderating role of Neuroticism

Abstract

Perceived values and neurotic personality have been used to explain online learning adoption. However, there is a lack of understanding of how neuroticism interact with perceived values resulting in online learning adoption. This study explores the moderating role of neuroticism in the relationships between perceived value (functional value, emotional value and social value) and adoption intention of online learning. The results show that neuroticism strengthens the positive effect of perceived emotional value on adoption intention of online learning. The adoption intention of online learning is higher for low neuroticism when perceived emotional value increases. Neuroticism does not moderate the effects of functional value and social value on adoption intention of online learning. This study fills the gap in online learning adoption literature by generalizing the effects of perceived values on online learning adoption to a specific personality trait. It also provides guidance for universities to shape their online learning strategy for neurotic students who are difficult to cope with new learning phenomenon. The paper discusses the study limitations and directions for future research.