Investigating the individual difference antecedents of perceived enjoyment in students' use of blogging

With the proliferation of weblogs (blogs) used in educational contexts, gaining a better understanding of why students are willing to blog has become an important topic for practitioners and academics. The main purpose of this study is to explore the individual difference antecedents of perceived enjoyment and examine how they influence blogging intention through the mediation of perceived enjoyment. Based on previous literature, the Big Five personality traits (ie, extraversion, agreeableness, conscientiousness, neuroticism and openness to experience), as well as computer self-efficacy and personal innovation in information technology, are hypothesised as potential antecedents of perceived enjoyment in the acceptance of blogging. Data collected from a sample of 358 students at seven universities in Taiwan were tested against the research model using the structural equation modelling approach. The results indicate that extraversion, agreeableness, conscientiousness and personal innovation in information technology have a significant influence on perceived enjoyment, which in turn significantly influences blogging intention. The findings of this study provide several theoretical and practical implications for educational uses of blogging. [ABSTRACT FROM AUTHOR]

[1]  Albert H. Segars,et al.  Exploring the theoretical foundations of playfulness in computer interactions , 2002, Comput. Hum. Behav..

[2]  L. Vygotsky.  Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .

[3]  Ritu Agarwal,et al.  A Conceptual and Operational Definition of Personal Innovativeness in the Domain of Information Technology , 1998, Inf. Syst. Res..

[4]  Yi-Shun Wang,et al.  Gender differences in the perception and acceptance of online games , 2008, Br. J. Educ. Technol..

[5]  Jan Herrington,et al.  An instructional design framework for authentic learning environments , 2000 .

[6]  Christian Wagner,et al.  Weblogging: A study of social computing and its impact on organizations , 2008, Decis. Support Syst..

[7]  W. Richardson,et al.  Blog Revolution: Expanding Classroom Horizons with Web Logs. , 2005 .

[8]  Clara Pereira Coutinho,et al.  Cooperative learning in higher education using weblogs : a study with undergraduate students of education in Portugal , 2007 .

[9]  Thomas C. Reeves,et al.  Meaningful interaction in web-based learning: A social constructivist interpretation , 2007, Internet High. Educ..

[10]  Chin-Lung Hsu,et al.  Acceptance of blog usage: The roles of technology acceptance, social influence and knowledge sharing motivation , 2008, Inf. Manag..

[11]  Vallabh Sambamurthy,et al.  Research Report: The Evolving Relationship Between General and Specific Computer Self-Efficacy - An Empirical Assessment , 2000, Inf. Syst. Res..

[12]  Fred D. Davis,et al.  A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies , 2000, Management Science.

[13]  Rosanna E. Guadagno,et al.  Who blogs? Personality predictors of blogging , 2008, Comput. Hum. Behav..

[14]  Charles D. Barrett.  Understanding Attitudes and Predicting Social Behavior , 1980 .

[15]  R. Vallerand.  Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation , 1997 .

[16]  Appa Rao Korukonda,et al.  Differences that do matter: A dialectic analysis of individual characteristics and personality dimensions contributing to computer anxiety , 2007, Comput. Hum. Behav..

[17]  Joseph J. Martocchio,et al.  Microcomputer playfulness: development of a measure with workplace implications , 1992 .

[18]  Hans van der Heijden,et al.  User Acceptance of Hedonic Information Systems , 2004, MIS Q..

[19]  C. Fosnot.  Constructivism: a psychological theory of learning , 1996 .

[20]  Y. Hamburger,et al.  The relationship between extraversion and neuroticism and the different uses of the Internet. , 2000 .

[21]  Jeremy B. Williams,et al.  Exploring the use of blogs as learning spaces in the higher education sector , 2004 .

[22]  Charalambos Vrasidas.  CONSTRUCTIVISM VERSUS OBJECTIVISM: IMPLICATIONS FOR INTERACTION, COURSE DESIGN, AND EVALUATION IN DISTANCE EDUCATION. , 2000 .

[23]  Edward L. Deci,et al.  Intrinsic Motivation and Self-Determination in Human Behavior , 1975, Perspectives in Social Psychology.

[24]  O. John,et al.  Big Five Inventory , 2012, Encyclopedia of Personality and Individual Differences.

[25]  Yi-Shun Wang.  Assessing e‐commerce systems success: a respecification and validation of the DeLone and McLean model of IS success , 2008, Inf. Syst. J..

[26]  Felix B. Tan,et al.  Antecedents of perceived playfulness: an exploratory study on user acceptance of general information-searching websites , 2004, Inf. Manag..

[27]  Yair Amichai-Hamburger,et al.  Internet and personality , 2002, Comput. Hum. Behav..

[28]  Margaret M Maag.  The Potential Use of “Blogs” in Nursing Education , 2005, Computers, informatics, nursing : CIN.

[29]  Richard N. Landers,et al.  An investigation of Big Five and narrow personality traits in relation to Internet usage , 2006, Comput. Hum. Behav..

[30]  Helen S. Du,et al.  Learning With Weblogs: Enhancing Cognitive and Social Knowledge Construction , 2007, IEEE Transactions on Professional Communication.

[31]  O. John,et al.  Los Cinco Grandes across cultures and ethnic groups: multitrait multimethod analyses of the Big Five in Spanish and English. , 1998, Journal of personality and social psychology.

[32]  David H. Jonassen,et al.  Constructivism and computer‐mediated communication in distance education , 1995 .

[33]  Kar Yan Tam,et al.  Determinants of User Acceptance of Digital Libraries: An Empirical Examination of Individual Differences and System Characteristics , 2002, J. Manag. Inf. Syst..

[34]  C. Fosnot.  Constructivism : theory, perspectives, and practice , 1996 .

[35]  Fred D. Davis,et al.  Extension of the Technology Acceptance Model: Four Longitudinal Field : . , 2000 .

[36]  I. Ajzen,et al.  Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research , 1977 .

[37]  Elena Karahanna,et al.  Time Flies When You're Having Fun: Cognitive Absorption and Beliefs About Information Technology Usage , 2000, MIS Q..

[38]  Masayuki Murakami,et al.  Blog as a Tool to Develop e-Learning Experience in an International Distance Course , 2006 .

[39]  Ritu Agarwal,et al.  Are Individual Differences Germane to the Acceptance of New Information Technologies , 1999 .

[40]  Fred D. Davis,et al.  Extrinsic and Intrinsic Motivation to Use Computers in the Workplace1 , 1992 .

[41]  Y. Amichai-Hamburger,et al.  Loneliness and Internet use , 2003, Comput. Hum. Behav..

[42]  Hyung Nam Kim,et al.  The phenomenon of blogs and theoretical model of blog use in educational contexts , 2008, Comput. Educ..

[43]  C. Fornell,et al.  Evaluating structural equation models with unobservable variables and measurement error. , 1981 .

[44]  Daniel J. Ozer,et al.  Validation of an Adjective Q-Sort as a Measure of the Big Five Personality Structure , 1998 .

[45]  Deborah Compeau,et al.  Computer Self-Efficacy: Development of a Measure and Initial Test , 1995, MIS Q..