Learning New Technologies: The Effect of Ease of Learning

Abstract

ABSTRACT Service professionals are often confronted with situations where they have the choice about whether to learn a new technology that could create efficiencies on both current and future engagements. We investigate how the perception of ease of learning affects this decision to voluntarily learn a new technology in the post-adoptive context. Using the elaboration likelihood model as a framework, we predict and find evidence that ease of learning perceptions drive the level of processing undergone by the potential user. When technology is easy to use, potential users rely on their situational learning dispositions. However, when the technology is difficult, suggesting a greater risk of failure, situational goal orientations are less influential, and potential users rely more on dispositional goal orientations. Our findings have implications for future research on technology acceptance and use, as well as ramifications for encouraging technology use “on the job.” Data Availability: Full instrument provided in Appendix A.

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