Literature Review

Topic: Exploration of Factors Affecting Student Motivation in

E-learning

By: Hira Madni

ERP:17830
Instructor: Ms Huma Amir
Course: Methods in Business Research
List of Assigned Tasks:
Muhammad Osama Khan:
H1: Satisfaction in e-learning is positively related with perceived usefulness.
H2: Satisfaction in e-learning is positively related student self-efficacy
H3: Self-efficacy is positively related with interest
H4: Engagement in eLearning is positively related with interest
Hira Madni:
a. Define theories
Motivation, Self-Determination Theory, TAM Model (Perceived usefulness, Perceived Ease
of Use and Behavioural Intention), Theory of Reasoned Action and Theory of Planned
Behaviour
Samra Siddiqui:
c. defines intrinsic motivation and its relationship with PEU and PU,
d. Defines PEU and its relationship with Intention
Ismail Allahwala:
e. Defines Self-efficacy and relationship with intention
f. Defines engagement and relationship with intention
g. Defines PU and relationship with intention
Table of Contents
Introduction......................................................................................................................................4
1.1. Motivation and E-Learning...............................................................................................4
1.2. Self-Determination Theory (SDT)....................................................................................5
1.3. Origins of Technology Acceptance Model (TAM)...........................................................6
Introduction
With the rise in technological advancements, education modes have turned towards new avenues
to deliver and meet ever changing educational needs. These forms have evolved from traditional
educational modes to blended modes and complete transition to online learning. As a result, in
1999, Elliott Masie coined the word e-learning. E-learning environments can be categorised by
minimal peer and instructor regulation [ CITATION Fry16 \l 1033 ] . In such environments
motivation is critical but often misunderstood[ CITATION Fry16 \l 1033 ]. In antecedent studies
where the effect of e-learning studied, researchers focused more on the cognitive aspect where
cognition is concerned primarily with the thinking processes and problem solving rather than the
affective aspect which includes motivation, attitudes and feelings. Affective variables have often
been viewed as problematic when studying learning. So, although motivation is a critical factor
affecting learning, it is ever so often excluded from the frame of research and many a times dealt
with separately and not with cognition [ CITATION AJo05 \l 1033 ]. This stance is gradually shifting
and so, in a user’s life understanding student motivation in e-learning environments is gaining
much traction among researchers.

The theoretical framework for this literature review is grounded in three fundamental pillars: first
motivation is considered the main source that triggers and maintains learning processes
especially in e- learning environments. Second, self-determination theory (SDT) and/or self-
efficacy theory describes details of motivation in online and E learning environments. Third, the
variables under this study are motivating factors and their social engagement with the beliefs.
These beliefs can be categorised into Perceived Use, Perceived Ease of Use and behavioural
intention.

Before discussing the role of belief set (PU, PEU & Behavioural intention) with motivators and
its cross-relationship as whole, we will first discuss the role of motivation in e-learning, as
conceptualized by Self Determination Theory [CITATION Rya00 \l 1033 ].

1.1. Motivation and E-Learning

Motivation is an essential component effecting learning whether e-learning or

traditional[ CITATION Lim04 \l 1033 ]. Motivation is referred to as a goal an individual has, and
that goal informs his behaviour in a given situation. This stems out from an individual’s
belief set and what he/she deems important [ CITATION Ame92 \l 1033 ]. Bandura [CITATION
Ban06 \n \t \l 1033 ] conceptualises motivation as an internal affair that stimulates, gives a
sense of direction, and sustains behaviour. In simpler terms, motivation determines if a
person is willing to be engaged in an activity and that will also sustain his/her behaviour. In
the light of learning context, motivation is conceptualised as internal state which arouses,
sustains, or informs cognitive development (Brophy, 2004). It is also defined as an
amalgamation of the two components: cognitive and affective. As a result of the integration
of these two components intentional behaviour can be seen (Slavin, 1987).
1.2. Self-Determination Theory (SDT)

Self-determination theory refers to the belief of an individual about the extent to which
he/she has control over their learning process [CITATION Bla00 \l 1033 ]. Ryan and Deci
[CITATION Rya00 \n \t \l 1033 ] define SDT as a learners perception and the degree to which
they can steer their own learning process. SDT advocates that humans have 3 fundamental
needs: “autonomy (a sense of control), competency (possessing skill set and having the
capacity to fulfil tasks), and relatedness (feeling inclusive or associated with
others)”[ CITATION Kua10 \l 1033 ] . Absence of the three fundamental needs may lead to
“fragmented or alienated selves”[ CITATION Kua10 \l 1033 ]. In a construct proposed by Ryan
and Deci [CITATION Rya00 \n \t \l 1033 ] , they conceptualised human motivation into three
categories: intrinsic motivation (doing something because it gives you inner satisfaction, puts
you at ease and peace with yourself, pleasing), extrinsic motivation (doing something
because an external variable) and amotivation (absence of intention to act). Review of
Literature on SDT suggests that a person absorbs and teases out “nutrients” from social
engagements that provide as basis for the three fundamental needs: autonomy, competence
and relatedness. As these basic needs are fulfilled, psychological well-being is enhanced
[ CITATION Kua10 \l 1033 ] . SDT lays a lot of emphasis on social context. Like in earlier
studies, motivation is no longer viewed in isolation and differentiated from cognition. The
SDT scope enables researchers to study the constructs through which contextual factors, such
as teacher regulation, social engagements and instructor behaviours, increase or decrease
student motivation.

1.3. Origins of Technology Acceptance Model (TAM)

For a better understanding of the TAM model and its inception brief descriptions of theories,
which preceded and shaped its appearance, is required. At the very start of technological
integration in users’ personal and professional life, there was a rising concern that required a
comprehensive understanding of decisions for accepting or rejecting the integration of
technology. The theories attempting to explain and predict those decisions stems out from
psychological theory of reasoned action (TRA) [CITATION Fis80 \t \l 1033 ] and theory of
planned behaviour (TPB) [CITATION Ice91 \l 1033 ].

Fishbien and Ajzen presumed that individuals are rational decision makers and follow
through a systematic process to benefit from the available information. They developed a
theory that could predict and comprehend behaviours and attitudes. The TRA proposed by
Fishbien and Ajzen viewed the behavioural intentions as the main predictors of behaviours
while the influence of attitude on the behaviour is facilitated through intention[ CITATION
Nik14 \l 1033 ]. Fishbien and Ajzen elaborated on their newly founded construct by suggesting
that an individual’s resultant behaviour (actual behaviour) could be determined by keeping in
view her/his prior intention along with the set of beliefs that the person would have for the
given behaviour [ CITATION Dav86 \l 1033 ].

As the TRA began to establish strong foothold in the field of social science, it became
apparent that the proposed theory lacked structure and had several limitations to it. Among
them the most important limiting factor was that it failed to consider people who had little or
felt as if they had little control over their behaviours and attitudes. To describe the
behaviours and attitudes Ajzen restricted his scale: from one of little control to one with full
control and no in-between[CITATION Ice91 \l 1033 ]. To offset this limitation, Ajzen and
Fishbien added a third element, called the perceived behavioural control. Addition of this
third element in the original theory lead to the development of a newer theory known as the
theory of planned behaviour (TPB).

The theory of planned behaviour states that the performance of the individual is informed by
his/her intent to perform that behaviour. The intent is determined by attitudes directed
towards the behaviour, and norms about how to engage in behaviour [ CITATION Nik14 \l
1033 ]. According to Ajzen, attitudes stem out from an individual’s set of beliefs, norms from
normative beliefs and motivation to comply[CITATION Fis80 \t \l 1033 ].

In essence the TPB is an extension of the TRA. The assumption that humans are rational
decision makers and follow through a systematic process to benefit from the available
information possess limitations as it fails to consider the unconscious motives. Other
limitation factors include the absence of personality and demographic variables. [ CITATION
Mat06 \l 1033 ].

Building on the existing theories, Fred Davis added two main clauses in the existing TRA
and TPB constructs. First, he got rid of the subjective norm component in predicting
behaviour and considered only the attitude of an individual. Second, he proposed two distinct
set of beliefs, perceived usefulness and perceived ease of use, that were sufficient enough to
predict the attitude of a user toward the actual use of a system[CITATION Fre00 \l 1033 ].

In the model proposed by Davis, he considered attitude of a person to determine whether an

individual will integrate and accept or reject the use of technology. The attitude construct
was informed by two distinct beliefs, perceived usefulness (PU) and perceived ease of use
(PEU) with casting a direct relationship with PU.
Subsequent development of TAM model raised flags for limitations. Fred and his associates
found that attitude, which predicted the behaviour of a person toward the actual system use,
did not fully mediate the perceived usefulness and perceived ease of use. Hence, they called
for modifications in the TAM model. They removed the attitude construct and added the
construct of behavioural intention, which they had proposed to have an influence over the
variable of perceived usefulness. Davis and his associates justified this modification by
theorising that here will be situations where the given system, if perceived useful a person
might form a strong cognition for behavioural intention to use the system without forming an
attitude. [ CITATION Nik14 \l 1033 ] Thus, eliminating the attitude variable would serve a
greater scope for covering variables which were not considered earlier.
Davis defines perceived usefulness (PU) as the extent to which an individual believes that
using a particular system would improve his/her performance. Perceived ease of usefulness
(PEU) refers to the extent to which an individual believes that use of a system would be
effortless. [ CITATION EKa99 \l 1033 ] Both PU and PEU ultimately affects the intention
variable which results in the eventual use of that object.
For our review of literature and construction of model, we have extrapolated the three
variables from Fred Davis’ modified TAM model: PU, PEU and behavioural intention and
identified the motivating variables as interest, satisfaction and intrinsic motivation to provide
as a basis for our research.
References

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Ajzen, I., & Martin Fishbien. (1980). Understanding Attitudes and Predicting Social Behavior. Prentice-
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