The Influence of Perceived Ease of Use, Perceived Usefulness, Self-Efficacy, Digital Literacy, and Perceived Enjoyment on Online Learning Motivation among Secondary School Students in Baling, Kedah
DOI:
https://doi.org/10.37134/ejoss.vol12.sp.8.2026Keywords:
Online learning motivation, Perceived ease of use, Perceived usefulness, Self-efficacy, Digital literacy, Perceived enjoyment, Technology Acceptance Model, Self-Determination Theory, Rural education, PLS-SEMAbstract
Online learning motivation is a critical determinant of student success in digital learning environments, particularly among secondary school learners in rural settings who often face both technological and psychological barriers. This conceptual paper proposes and justifies a theoretical model integrating the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT) to explain how perceived ease of use, perceived usefulness, self-efficacy, digital literacy, and perceived enjoyment influence students’ motivation for online learning. The model is developed based on a synthesis of recent literature surrounding technology acceptance, psychological motivation, and challenges in rural online education. It is recommended that future empirical testing adopts a sequential explanatory mixed methods design involving PLS-SEM followed by qualitative interviews to deepen interpretation of the findings. The proposed model posits that system related beliefs (ease of use and usefulness), students’ technological capability (digital literacy), and psychological drivers (self-efficacy and enjoyment) jointly predict online learning motivation. Digital literacy and perceived enjoyment are highlighted as variables that exert both direct and indirect influences by strengthening ease of use, usefulness, and academic confidence, which ultimately improve motivation. The model offers theoretical advancement by linking TAM and SDT to motivational outcomes and provides practical implications for enhancing rural online learning, suggesting that policies and instructional strategies must support not only access to digital tools but also create enjoyable and competence supportive learning environments. This paper therefore provides a theoretically grounded basis for future empirical research to guide interventions that enhance online learning motivation among rural secondary school students.
Downloads
References
Abdul Rahman, N. S., Ling, Y.-L., & Mohd Zolkifli, Z. F. (2020, October). Kepentingan kemudahan teknologi dan motivasi membentuk kesedaran pelajar dalam pembelajaran digital. ResearchGate. https://www.researchgate.net/publication/344781009
Abu Seman, S., Sulaiman, T., & Burhanuddin, N. A. N. (2024). Sorotan literatur bersistematik: Efikasi kendiri teknologi digital dalam kalangan murid pintar cerdas dan berbakat. International Journal of Education and Training, 10(2), 1–12. http://www.injet.upm.edu.my
Ambotang, A. S., Ibrahim, F., & Yakup, H. (2024). Hubungan motivasi dan kesediaan e-pembelajaran terhadap penggunaan DELIMa 2.0 dalam kalangan murid sekolah rendah. Jurnal Kesidang, 9(1), 107–118.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Chan, S. W., Looi, C.-K., Kharudin, N. H., Ahmad, F., & Ismail, F. (2024). Self-regulated learning and academic achievement among university students in online learning environments. Journal of Advanced Research in Applied Sciences and Engineering Technology, 59(2), 192–206. https://doi.org/10.37934/araset.59.2.192206
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.
Gilster, P. (1997). Digital literacy. John Wiley & Sons.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). SAGE Publications Ltd.
Hartnett, M. (2016). Motivation in online education (Vol. 1). Springer. https://doi.org/10.1007/978-981-10-0700-2
Jamidi, F. J., & Surat, S. (2021). Efikasi kendiri dan keterlibatan pelajar belajar dalam talian sepanjang tempoh kawalan pergerakan COVID-19. Malaysian Journal of Social Sciences and Humanities, 6(8), 80–92. https://doi.org/10.47405/mjssh.v6i8.945
Kementerian Pendidikan Malaysia. (2023). Dasar Pendidikan Digital. Bahagian Sumber dan Teknologi Pendidikan. https://www.moe.gov.my
Mohd Ali, A. N., Mohd Tawil, S. S., Supani, S., & Abang Ariffin, A. Z. A. (2022). Motivasi dalam pembelajaran dan pengajaran secara atas talian dan bersemuka: Satu tinjauan terhadap pelajar IKMAS. Jurnal Pendidikan Malaysia, 47(2), 115–127.
Nguyen, H. (2022). Determinants of students’ perceived enjoyment towards online learning. The International Journal of Information and Learning Technology, 39(5), 453–467. https://doi.org/10.1108/IJILT-02-2022-0025
Noviyanto, A. T., & Wijanarka, B. S. (2023). Influence of emotional intelligence, digital literacy, and student self-efficacy on job readiness of the Mechanical Engineering Skills Program at vocational schools in Yogyakarta City. International Journal of Social Science and Human Research, 6(10), 5432–5441. https://doi.org/10.47191/ijsshr/v6-i10-03
Pan, X. (2023). Online learning environments, learners’ empowerment, and learning behavioral engagement: The mediating role of learning motivation. SAGE Open, 13(4), 1–13. https://doi.org/10.1177/21582440231205098
Popescu, A., Nikolova, M., & Nasrin, S. (2024). The impact of self-efficacy training on goal setting and academic persistence. Journal of Adolescent and Youth Psychological Studies, 5(4), 167–176. https://doi.org/10.61838/kman.jayps.5.4.18
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ahmad Fakharudin Mat Zin, Siti Zuraidah Md Osman
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
