I want to learn more! Integrating technology acceptance and task–technology fit models for predicting behavioural and future learning intentions

Abstract

Purpose

Constant and frequent technological changes within organizations call for further scholarly attention, as behavioural intentions need to be coupled also with future learning intentions to predict the present and prospective individual adaptations and performance. This study, grounded on the technology acceptance model, aims to examine the association between training opportunities and behavioural and future learning intentions also taking into account the role of task–technology fit as a moderator.

Design/methodology/approach

A survey was carried out within a single organization in the water processing sector on a sample of 200 workers who recently experienced a technological change through the adoption of System Application and Product in data processing. A moderated–mediation model was estimated through regression analyses with bootstrapping.

Findings

The results were consistent with study hypotheses. In particular, task–technology fit amplified the positive association between perceived ease of use and training opportunities as well as the indirect effect of this latter on both behavioural and future learning intentions through perceived ease of use and perceived usefulness. In sum, the hypothesized moderated–mediation model was confirmed.

Originality/value

Three novelty factors of this study can be stressed: it is among the few studies carried out on Italian workers in the realm of technology adoption, it expanded the technology acceptance model by including traditional behavioural intentions and future learning intentions as outcome variables and it integrated the task–technology fit perspective within the technology acceptance model.

Citation

Lo Presti, A., De Rosa, A. and Viceconte, E. (2021), "I want to learn more! Integrating technology acceptance and task–technology fit models for predicting behavioural and future learning intentions", Journal of Workplace Learning, Vol. 33 No. 8, pp. 591-605. https://doi.org/10.1108/JWL-11-2020-0179