References
- Adamus, T., Kerres, M., Getto, B., & Engelhardt, N. (2009). Gender and e-tutoring—A concept for gender sensitive e-tutor training programs. In Online Proceedings of the 5th European Symposium on Gender and ICT. Bremen, Germany: University of Bremen.
- Al-Rahmi, W. M., Alias, N., Othman, M. S., Alzahrani, A. I., Alfarraj, O., Saged, A. A., & Abdul Rahman, N. S. (2018). Use of e-learning by university students in Malaysian higher educational institutions: A case in Universiti Teknologi Malaysia. IEEE Access, 6, 14268–14276. https://doi.org/https://doi.org/10.1109/ACCESS.2018.2802325
- Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28–38. https://doi.org/https://doi.org/10.1016/j.compedu.2014.08.006
- Arenas-Gaitán, J., Rondan-Cataluña, F. J., & Ramirez-Correa, P. E. (2010). Gender influence in perception and adoption of e-learning platforms. In N. E. Mastorakis & V. M. Mladenov (Eds.), Advances in data networks, communications, computers and materials (pp. 30–35). World Scientific and Engineering Academy and Society.
- Bovermann, K., Weidlich, J., & Bastiaens, T. (2018). Online learning readiness and attitudes towards gaming in gamified online learning—a mixed methods case study. International Journal of Educational Technology in Higher Education, 15(1), article 27. https://doi.org/https://doi.org/10.1186/s41239-018-0107-0
- Chang, H. H., Fu, C. S., & Huang, C. Y. (2017). Willingness to adopt or reuse an e-learning system: The perspectives of self-determination and perceived characteristics of innovation. Innovations in Education and Teaching International, 54(5), 511–520. https://doi.org/https://doi.org/10.1080/14703297.2016.1194768
- Chen, K.-C., & Jang, S.-J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741–752. https://doi.org/https://doi.org/10.1016/j.chb.2010.01.011
- Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054–1064. https://doi.org/https://doi.org/10.1016/j.compedu.2012.04.015
- Chen, C.-H., & Su, C.-Y. (2019). Using the BookRoll e-book system to promote self-regulated learning, self-efficacy and academic achievement for university students. Educational Technology & Society, 22(4), 33–46. https://www.jstor.org/stable/26910183
- Deci, E., & Ryan, R. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (1st ed., pp. 85–107). Oxford University Press.
- Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/https://doi.org/10.1207/S15327965PLI1104_01
- Evanschitzky, H., & Wunderlich, M. (2006). An examination of moderator effects in the four-stage loyalty model. Journal of Service Research, 8(4), 330–345. https://doi.org/https://doi.org/10.1177/1094670506286325
- Findik-Coşkunçay, D., Alkiş, N., & Özkan-Yildirim, S. (2018). A structural model for students’ adoption of learning management systems: An empirical investigation in the higher education context. Educational Technology & Society, 21(2), 13–27. https://www.jstor.org/stable/26388376
- Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/https://doi.org/10.1177/002224378101800104
- García Espinosa, B. J., Tenorio Sepúlveda, G. C., & Ramírez Montoya, M. S. (2015). Self-motivation challenges for student involvement in the open educational movement with MOOC. International Journal of Educational Technology in Higher Education, 12(1), 91–103. https://doi.org/https://doi.org/10.7238/rusc.v12i1.2185
- Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson Education.
- Hair, J. F., Hult, G. T., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Sage.
- Hair, J. F., Jr., & Hult, G. T. M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Sage.
- Hew, T.-S., & Kadir, S. L. S. A. (2017). Applying channel expansion and self-determination theory in predicting use behaviour of cloud-based VLE. Behaviour & Information Technology, 36(9), 875–896. https://doi.org/https://doi.org/10.1080/0144929X.2017.1307450
- Jaradat, M.-I. R. M., & Faqih, K. M. S. (2014). Investigating the moderating effects of gender and self-efficacy in the context of mobile payment adoption: A developing country perspective. International Journal of Business and Management, 9(11), 147–169. https://doi.org/https://doi.org/10.5539/ijbm.v9n11p147
- Kayany, J. M., & Yelsma, P. (2000). Displacement effects of online media in the socio-technical contexts of households. Journal of Broadcasting & Electronic Media, 44(2), 215–229. https://doi.org/https://doi.org/10.1207/s15506878jobem4402_4
- Naveh, G., Tubin, D., & Pliskin, N. (2010). Student LMS use and satisfaction in academic institutions: The organizational perspective. The Internet and Higher Education, 13(3), 127–133. https://doi.org/https://doi.org/10.1016/j.iheduc.2010.02.004
- Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom. School Field, 7(2), 133–144. https://doi.org/https://doi.org/10.1177/1477878509104318
- Nikou, S. A., & Economides, A. A. (2017). Mobile-based assessment: Integrating acceptance and motivational factors into a combined model of self-determination theory and technology acceptance. Computers in Human Behavior, 68, 83–95. https://doi.org/https://doi.org/10.1016/j.chb.2016.11.020
- Rezvani, A., Khosravi, P., & Dong, L. (2017). Motivating users toward continued usage of information systems: Self-determination theory perspective. Computers in Human Behavior, 76, 263–275. https://doi.org/https://doi.org/10.1016/j.chb.2017.07.032
- Rubin, B., Fernandes, R., Avgerinou, M. D., & Moore, J. (2010). The effect of learning management systems on student and faculty outcomes. The Internet and Higher Education, 13(1–2), 82–83. https://doi.org/https://doi.org/10.1016/j.iheduc.2009.10.008
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/https://doi.org/10.1037/0003-066X.55.1.68
- Sáinz, M., Meneses, J., López, B.-S., & Fàbregues, S. (2016). Gender stereotypes and attitudes towards information and communication technoogy professionals in a sample of Spanish secondary students. Sex Roles, 74(3–4), 154–168. https://doi.org/https://doi.org/10.1007/s11199-014-0424-2
- Saroia, A. I., & Gao, S. (2019). Investigating university students’ intention to use mobile learning management systems in Sweden. Innovations in Education and Teaching International, 56(5), 569–580. https://doi.org/https://doi.org/10.1080/14703297.2018.1557068
- Sørebø, Ø., Halvari, H., Gulli, V. F., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers & Education, 53(4), 1177–1187. https://doi.org/https://doi.org/10.1016/j.compedu.2009.06.001
- Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273–315. https://doi.org/https://doi.org/10.1111/j.1540-5915.2008.00192.x
- Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/https://doi.org/10.1287/mnsc.46.2.186.11926
- Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/https://doi.org/10.2307/30036540
- Werner, L. L., Hanks, B., & McDowell, C. (2004). Pair-programming helps female computer science students. Journal on Educational Resources in Computing, 4(1), article 3. https://doi.org/https://doi.org/10.1145/1060071.1060075
- Zhao, Q., Chen, C.-D., Cheng, H.-W., & Wang, J.-L. (2018). Determinants of live streamers’ continuance broadcasting intentions on Twitch: A self-determination theory perspective. Telematics and Informatics, 35(2), 406–420. https://doi.org/https://doi.org/10.1016/j.tele.2017.12.018