The impacts of anxiety emotion and behavioral control on student learning management system adoption

Abstract

Purpose

The COVID-19 global pandemic reframed the argument for the importance of learning management systems (LMS) in unprecedented ways. Meanwhile, LMS users were forced to use these technologies despite the heightened anxiety compounded by the pandemic, very little technical preparation and the postpandemic learning environment that cannot depend on these pandemic-imposed regulations and adoptions. This study aims to examine the impacts of behavioral control and anxiety emotions on adoption decisions.

Design/methodology/approach

This quantitative research uses structural equation modeling to test the hypothesized relationships.

Findings

Results showed that perceived behavioral control is very important in boosting ease of use perceptions while computer anxiety exhibited a negative impact on perceived ease of use.

Research limitations/implications

This research used cross-sectional data from a medium-sized university. Results must, therefore, be interpreted with this understanding in mind. Nonetheless, this research demonstrates the critical roles of control and emotions in technology adoption decisions among students in an online learning environment.

Originality/value

This research highlights the importance of behavioral control and anxiety emotions in technology adoption decisions. It reveals that to drive adoption, students’ control perceptions must be increased while simultaneously keeping anxiety emotions at bay. This understanding is key to communicating buy-in of LMS to students.

Citation

Ngafeeson, M.N., Gautam, Y.R. and Manga, J.A. (2024), "The impacts of anxiety emotion and behavioral control on student learning management system adoption", Journal of Systems and Information Technology, Vol. 26 No. 1, pp. 71-88. https://doi.org/10.1108/JSIT-02-2023-0040