Understanding learner acceptance of learning objects: The roles of learning object characteristics and individual differences

Abstract Many organisations and institutions have integrated learning objects into their e‐learning systems to make the instructional resources more efficient. Like any other information systems, this trend has made user acceptance of learning objects an increasingly critical issue as a high level of learner satisfaction and acceptance reflects that the users are more willing to continue to use the technology. In this study, an extended version of technology acceptance model (TAM) with two external variables (learning object characteristics and individual differences) was developed to investigate the underlying factors and causal relationships in predicting learners' acceptance of learning objects. This study called for the respondents to progress through two phases of learning object participation: introduction and direct‐use experience to investigate the students' perceptions in terms of usefulness and ease of use while utilising learning objects. The findings show that both perceived usefulness and perceived ease of use are determinants of behavioural intention to use learning objects. Learning object characteristics influence both perceived usefulness and perceived ease of use of learning objects; individual differences appear to have no influence upon intention to use learning objects.