How Virtual Training Works in Taiwan: Motivation Mediates, Usage Amplifies

This study investigates how virtual training influences job satisfaction among Taiwanese employees in hybrid work environments, proposing a moderated mediation model wherein learning motivation mediates the relationship between virtual training and competency, and platform usage frequency moderates the training-to-competency link. Grounded in Self-Determination Theory and the Technology Acceptance Model, we analyzed survey data from 392 employees across four key sectors using PLS-SEM. Results confirm that virtual training significantly enhances competency (β = 0.395, p < 0.001), an effect fully mediated by learning motivation (indirect effect β = 0.320, p < 0.001). Competency, in turn, positively predicts job satisfaction (β = 0.483, p < 0.001). Crucially, higher platform usage frequency strengthens the training-competency relationship (β = 0.147, p = 0.001), indicating that habitual engagement amplifies learning efficacy. The model explains 62.1% of competency variance and 23.4% of job satisfaction variance. Findings underscore that virtual training’s success hinges not merely on content delivery but on fostering intrinsic/extrinsic motivation and cultivating consistent digital engagement. This implies designing interactive, relevant training programs while incentivizing regular platform use to maximize returns on digital upskilling investments. JEL classification numbers: J24, M54, O33.