Azman Jais, Dr. Siti Fatimah MohdYassin


This study used the Unified Theory of Acceptance and Use of Technology (UTAUT) which has been widely used to detect the level of acceptance of the technology in an organization. The study was conducted using a quantitative survey using UTAUT instruments.  Data were collected using a questionnaire involving 364 secondary school teachers were selected randomly in the Central Zone and South Zone, Malaysia. Data were analyzed using descriptive and inferential analysis, namelythe Pearson correlation and regression analysis. The study found that there was a significant correlation between intrinsic motivation (r = 0.61) and extrinsic motivation (r = 0.56) with the intention to use among teachers. The study also found that there was a significant relationship between intrinsic motivation (r = 0.51) and extrinsic motivation (r = 0.50) with the use of the VLE among teachers. Further, the results of multiple linear regression analysis also proved that the intrinsic motivation and extrinsic motivation contributed significantly, namely 40.4 per cent of the intention to use and 30.1% for the use of VLE among teachers. This proves that motivation is important and needs to be studiedandcultivated among teachers to ensure acceptability and use of the VLE among teachers.


Unified Theory of Acceptance and Use of Technology (UTAUT), intrinsic motivation, extrinsic motivation.

Full Text:



Alias Baba. (1992). Statistical social science research. Publisher UKM, Bangi..

Abd. Rahim Abd. Rashid. (2002). Basic education innovation in the context of Vision 2020 SufeanHussin (ed.) Innovation Education Policy: Perspectives and Innovation System,Publisher Universiti Malaya: Kuala Lumpur, pp. 19-47.

Educational Technology Division, Ministry of Education. (2012). Learning management system,available at: , accessed 12 Januari 2013.

Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory, Prentice Hall,NJ.

Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology, 51(2), p, 269.

Brophy, J. (2010). Motivating students to learn (3rd ed.). Routledge,New York, NY.

Calder, B. J., &Staw, B. M. (1975). Self-perception of intrinsic and extrinsic motivation. Journal of Personality and Social Psychology, 31, p, 599 – 605.

Cameron, J., & Pierce, W.D. (1994). Reinforcement, reward and intrinsic motivation: Protests and accusation do not alter the results. Review on education Research, 66, p, 39-52.

Cavus, N. &Momani, A. M. (2009). Computer aided evaluation of learning management systems. Procedia Social and Behavioral Sciences, (1), p, 426-430.

Craig, M. (2007). Changing paradigms: managed learning environments and Web 2.0. Campus-Wide Information systems, 24(3) , p, 152 - 161.

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly ,13, p, 319–340.

Cohen, L, Lawerence, M. &Morrisson, K. 2007. Research Methods in Education. Ed-6. Routledge, New York.

Davis, F.D., Bagozzi, R.P., dan Warshaw, P.R. (1992). Extrinsic and Intrinsic Motivation to use Computers in the Workplace. Journal of Applied Social Psychology, 22, p, 1111-1132.

Fagan, M. H., Neill, S., & Wooldridge, B. R. (2008). Exploring the intention to use computers: An empirical investigation of the role of intrinsic motivation, extrinsic motivation, and perceived ease of use. Journal of Computer Information Systems, 48(3), p, 31–37.

Fishbein, M., and Ajzen, I. (1975). Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research, Addison-Wesley, Reading, MA. available at:, accessed 12 Jun 2015.

Frogasia. (2013). Pembelajaran melangkaui sempadan, available at:, accessed 2 Julai 2013.

Malaysia Education Ministry. (2012). Blueprint-MEB- PPPM 2012.

Koo. A.C. (2008). Factors affecting teachers’ perceived readiness for online collaborative learning: A case study in Malaysia. Educational Technology & Society, 11 (1), p, 266-278.

Lederer, A.L., Maupin, D.J., Sena, M.P., and Zhuang, Y. (2000). The Technology Acceptance Model and the World Wide Web. Decision Support Systems, 29 (3), p, 269-282.

Megat Aman Zahari Megat Zakaria, Baharudin Aris dan Jamalludin Harun. (2007). Kemahiran ICT di kalangan guru-guru pelatih UTM: Satu tinjauan. 1st International Malaysian Educational Technology Convention, 1, p, 997-1002.

M.Nur Mustafa. (2011). Motivation, in-service training and professional competence and its relationship with the performance of senior high school teachers Pekanbaru, Indonesia. Doctoral Thesis . University Kebangsaan Malaysia.

Neuman, W.L. (2006). Social research methods: Qualitative and quantitative approaches. Ed-6. Pearson,New York.

NorIzahMohdSalleh&NorazahNordin. (2008). Integration of ICT in teaching and learning: issues and NorazahNordin&Mohamed Amin Embi (ed.). Integration of ICT in Education, Research and Practice and Applications, Karisma Publication Sdn.Bhd., Shah Alam, pp, 1-11.

NorainiMohd Noh. (2007). The readiness of the use of educational software CDRI among teachers.

Pynoo, B., Devolder, P.,Tondeur, J. Braak, J.V., Duyck, W. &Duyck, P. (2011). Predicting secondary school teachers’ acceptance and use of a digital learning environment: A cross-sectional study. Computer in Human behavior, 27, p, 568-575.

Roca, J. C., & Gagne, M. (2008). Understanding e-learning continuance intention in the workplace: A self-determination theory perspective. Computers in Human Behavior, 24(4), p, 1585–1604.

Ryan, R. M., &Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), p, 54–67.

Ryan, R. M., &Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, socialdevelopment, and well-being. American Psychologist, 55(1), p, 68-78.

Ryan, R. M., & Stiller, J. (1991). The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. In Pintrich, P. R. &Maehr, M. L. (Eds.). Advances in motivation and achievement,7, p, 115-149.

Shin, D., Shin, Y., Choo, H., &Beom, K. (2011). Smartphones as smart pedagogical tools: Implications for smartphones as u-learning devices. Computers in Human Behavior, 27(6), p, 2207–2214.

Sullivan, T. J. (2001). Method of social research., Harcourt College Publishers, New York.

Stiles, M. (2007). Death of the VLE?: A Challenge to a New Orthodoxy. The Journal for the Serials Community, 20 (1) , p, 31-36.

Venkatesh, V. (1999). Creation of Favorable User Perceptions: Exploring the Role of Intrinsic Motivation. MIS Quarterly, 23(2), p, 239-260.

Venkatesh, V. & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), p, 186–204.

Venkatesh, V., Morris, M., Davis, G., Davis, F., DeLone, W., McLean, E., Jarvis, C.,MacKenzie, S., Podsakoff, P., Chin, W. (2003). User acceptance of information technology: Toward a unified view. Inform Management, 27, p, 425-478.

Yoo, S. J., Han, S. & Huang, W. (2012). The roles of intrinsic motivators and extrinsic motivators in promoting e-learning in the workplace: A case from South Korea. Computer in Human Behavior, 28, p, 942-950.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.