A Cross-cultural Exploration of Primary Students’ Learning Management System Use: A Mixed Methods Approach

Abstract

This study aims to explore and compare Hong Kong (HK) and Shenzhen primary students’ learning manage system (LMS) use and the factors affecting their LMS acceptance. The study was conducted in a mixed methods approach with a survey on 272 grade five students first and focus group interviews with 16 of the survey students followed by. The results of a structural equation modeling analysis on survey data confirm the technology acceptance model and indicate significant differences between two student groups on the model. Specifically, while all paths are supported among Shenzhen students, the effects of perceived ease of use on perceived usefulness and subjective norm on intention to LMS use are not significant among HK students. The results of analysis on interviews data reveal that intrinsic motivation may disassociate perceived ease of use with perceived usefulness. While LMS in HK provides multiple functions that facilitate playfulness, students from Shenzhen reported difficulties in using LMS for learning. Besides, voluntariness of LMS use may play an important role in influencing the effect of subjective norm on intention to use LMS. While HK students who use LMS under voluntary context may disregard social influence, Shenzhen students seem to derive motivation to use LMS from social pressure.