Investigating the role of emotions in pre-service teachers’ acceptance and use of learning management systems

Abstract

Emotions play a significant role in shaping technology adoption decisions, influencing not only perceptions but also behavioural intentions. In this study, we investigated the structural relationships among online learning self-efficacy, positive and negative emotions, perceived ease of use, perceived usefulness and behavioural intention in the context of learning management system (LMS) use and acceptance. Using the technology acceptance model and control-value theory as theoretical frameworks, we tested two research models using data collected from 216 pre-service teachers enrolled in teacher education degree programmes in Turkey. The results revealed that online learning self-efficacy had a positive direct effect on positive emotions, perceived ease of use, perceived usefulness and behavioural intention as well as a negative direct effect on negative emotions. Positive emotions significantly contributed to behavioural intention, whereas negative emotions showed no significant effect, potentially due to the context of mandatory use of the LMS. The findings underscore the importance of fostering positive emotional experiences and enhancing online learning self-efficacy to promote effective LMS adoption. The study makes a novel contribution by integrating class-related achievement emotions into the technology acceptance model framework alongside online learning self-efficacy. Future research should explore the interplay of emotions and cognitive evaluations in diverse contexts, particularly voluntary versus mandatory technology use. Implications for practice and policy: To enhance LMS acceptance and use, we recommend incorporating features in LMS design that foster positive emotions such as pride, enjoyment and hope. Teacher education programmes should offer practical training and support to help students build confidence in using LMSs, which can also enhance their emotional engagement. Universities and policymakers should provide training for instructors on how to create supportive, confidence-building LMS environments for students.