E‐learning motivation and educational portal acceptance in developing countries

Purpose – The purpose of this paper is to: empirically validate a modified unified theory of acceptance and use of technology (UTAUT) model by adding an “e‐learning motivation” construct in the South American context; try to determine the role of e‐learning motivation in the use and adoption of e‐learning systems and conversely the effect of technology on students' e‐learning motivation; and to test region and gender as moderators in the model. Design/methodology/approach – A survey method was used to collect data from 47 schools located at different regions: the coast, Andes, and jungle of Peru. The partial least square technique was used for data analysis. Findings – It was found that “e‐learning motivation” and “social influence” had a positive influence on behavioural intention, while “facilitating condition” had no effect on e‐learning portal use. Furthermore, use behaviour had a positive influence on e‐learning motivation. Also found was the moderating role of “region”. Research limitations/implications – The analysis is carried out in a single country, thus, caution should be taken in generalisation of the results. Practical implications – The findings will help policy makers and practitioners in developing countries to better understand students' e‐learning motivation. Originality/value – By adopting the UTAUT model, a new construct of “e‐learning motivation” is added, and applied to the South American context.