Interaction Influence of Organisational Support on the Educators’ Acceptance, Personality Traits, and Technological Competence towards Intention to Adopt the Virtual Learning Environment

Mohamad Ridhuan Mat Dangi and Shazalina Mohamed Shuhidan
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Mohamad Ridhuan Mat Dangi: Faculty of Accountancy, Universiti Teknologi MARA, UiTM Cawangan Selangor, Kampus Puncak Alam, Bandar Puncak Alam, 42300, Selangor Darul Ehsan, Malaysia
Shazalina Mohamed Shuhidan: Faculty of Accountancy, Universiti Teknologi MARA, UiTM Cawangan Selangor, Kampus Puncak Alam, Bandar Puncak Alam, 42300, Selangor Darul Ehsan, Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 9, 1297-1323

Abstract: In the contemporary educational landscape of rapid technological advancements, understanding the factors influencing the intention to adopt the virtual learning environment (VLE) is imperative. This study intended to examine the interaction influence of organisational support on individual technology acceptance behaviours, personality traits, and technological competency toward their intention to adopt VLE. Utilising a sample of 450 respondents with 232 valid responses, Partial Least Squares Structural Equation Modelling (PLS-SEM) was employed to analyse these moderation effects. The findings reveal a significant moderating role for organisational support in the relationship between perceived usefulness, perceived ease of use, attitude, neuroticism and technology competency toward intention to adopt VLE. Interestingly, high levels of organisational support mitigate the negative impacts of neuroticism, fostering more positive perceptions of the VLE and enhancing behavioural intention. This result argues the conventional insight that neuroticism is a barrier to the intention to adopt the VLE. Instead, this study underscores the importance of creating supportive organisational environments to facilitate the effective integration of technology for individuals with high neuroticism. This research contributes to the growing body of literature on technology acceptance, personality traits and technological competence by demonstrating the pivotal role of organisational support in strengthening educators’ acceptance and competencies while mitigating the negative perception of neuroticism. The findings offer valuable insights for educational policymakers and practitioners seeking to optimise technology adoption strategies. Finally, several limitations and future directions of the study are also discussed.

Date: 2024
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