THE ROLE OF HEDONIC PERCEIVED VALUE IN A SKYPE-BASED E-LEARNING SYSTEM
Despite the growing importance of the e-learning environment, there is a scarcity of academic literature on key drivers leading to users’ acceptance towards Skype-based application as an instructional tool. Most of previous research on e-learning is focused on system characteristics or utilitarian drivers of student behaviour neglecting the hedonic aspects of e-learning. The construction of perceived value has been identified as one of the most important measures for gaining competitive edge and has been argued to be the most important indicator of re-usage intentions (Bolton and Drew, 1991; Turel et al., 2007) both in traditional and virtual environments. The aim of this research is to analyze the role of consumer personality drivers (playfulness and attitude) and emotions (irritation) on hedonic perceived value of a Skype-based e-learning system. The impact of perceived hedonic value on future usage intentions is also analyzed. We test our proposed model using the regression analysis of data collected from an experiment where undergraduate students from USA and Spain worked in pairs using Skype to improve their language and intercultural communication skills. To know the impact of emotions and hedonic motivations on perceived value of a Skype-based e-learning system can be used for managers to design specific strategies that increase students’ re-usage intention of Skype to improve their intercultural communication skills. The application of these factors in the USA and Spanish markets allows comparisons to be made with studies done in other countries with different e-learning adoption rates. Theoretical and managerial implications are provided to conclude this study.