Extending the TAM for a World-Wide-Web context
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Information & Management 38 (2001) 217±230
Extending the TAM for a World-Wide-Web context
Ji-Won Moon, Young-Gul Kim*
Graduate School of Management, KAIST, 207-43 Cheongryangri-Dong, Dongdaemoon-Gu, Seoul, 130-012, South Korea
Received 15 December 1999; accepted 19 June 2000
Abstract
Ease of use and usefulness are believed to be fundamental in determining the acceptance and use of various, corporate ITs.
These beliefs, however, may not explain the user's behavior toward newly emerging ITs, such as the World-Wide-Web
(WWW).
In this study, we introduce playfulness as a new factor that re¯ects the user's intrinsic belief in WWW acceptance. Using it
as an intrinsic motivation factor, we extend and empirically validate the Technology Acceptance Model (TAM) for the WWW
context. # 2001 Elsevier Science B.V. All rights reserved.
Keywords: Technology acceptance; Technology Acceptance Model (TAM); Playfulness; World-Wide-Web
1. Introduction variables affect usefulness, ease of use, and user
acceptance. Factors contributing to the acceptance
In the past decades, perceived ease of use and of a new IT are likely to vary with the technology,
perceived usefulness constructs have been considered target users, and context. Now, the World-Wide-Web
important in determining the individuals' acceptance (WWW) is seen as an emerging new IT, with such
and use of IT [24,26]. These variables are fundamental potency that it has made individuals change their
salient beliefs (motivational factors) comprising the information access methods and organizations to
Technology Acceptance Model (TAM) [12]. IS change their business strategy. Thus, research on
researchers have investigated and replicated these the acceptance of the WWW will enhance our under-
two constructs and agreed that they are valid in standing of the individual's beliefs or motives to use
predicting the individual's acceptance of various cor- the WWW and to show how these factors affect
porate information technologies [1,7,18,30,35]. How- individual's acceptance the use of the WWW.
ever, depending on the speci®c technology context, According to a recent survey on WWW usage
additional explanatory variables may be needed (http://www.cc.gatech.edu/gvu/user_surveys/papers/ ),
beyond the ease of use and usefulness constructs. the individual's primary use of the WWW is for
Davis [10,11] himself argued that future technology education, shopping, entertainment, work, communi-
acceptance research needs to address how other cation, personal information, time-wasting, etc. So,
unlike other traditional ITs, the WWW is used both for
* work, and thus pleasure and perceived usefulness and
Corresponding author. Tel.: 82-2-958-3614;
fax: 82-2-958-3604.
perceived ease of use may not fully re¯ect the WWW
E-mail addresses: jwmoon@kgsm.kaist.ac.kr (J.-W. Moon), user's motives, necessitating a search for additional
domino2@unitel.co.kr (Y.-G. Kim). intrinsic motivation factors.
0378-7206/01/$ ± see front matter # 2001 Elsevier Science B.V. All rights reserved.
PII: S 0 3 7 8 - 7 2 0 6 ( 0 0 ) 0 0 0 6 1 - 6218 J.-W. Moon, Y.-G. Kim / Information & Management 38 (2001) 217±230
The purpose of this study is to extend the Technology validity of TAM, it is necessary to further explore
Acceptance Model (TAM) in the WWW context. the nature and speci®c in¯uences of technological
We propose a new variable (`perceived playfulness') and usage-context factors that may alter the user's
to enhance understanding of an individual's WWW acceptance.
acceptance behavior. This research also assesses the
effect of the difference between an individual's intrin- 2.2. Extrinsic and intrinsic motivation and IT
sic and extrinsic motivation factors on his or her acceptance
acceptance behavior.
Recently, motivation theories have been used to
understand individuals' IT acceptance behaviors
2. Literature review [13,21,22,37]. Motivation theorists have often distin-
guished the effects of extrinsic and intrinsic motiva-
2.1. Technology acceptance model (TAM) tion on individuals' behaviors [6,14,15,31,34]. In
Deci's work, extrinsic motivation refers to the perfor-
Technology Acceptance Model (TAM) was con- mance of an activity: it is perceived to help achieve
ceived to explain and predict the individual's accep- valued outcomes that are distinct from the activity
tance of IT. TAM is based on the Fishbein and Ajzen's itself, such as improving job performance, pay, etc.
[17] Theory of Reasoned Action (TRA), which sug- Intrinsic motivation refers to the performance of an
gests that social behavior is motivated by an indivi- activity for no apparent reason other than the process
dual's attitude toward carrying out that behavior, a of performing it.
function of one's beliefs about the outcome of per- In technology acceptance research, most of the
forming that behavior and an evaluation of the value of work has been conducted from an extrinsic motivation
each of those outcomes. According to TRA, behavior perspective. Davis et al. [13] investigated the relative
is determined directly by the intention to perform, effects of extrinsic and intrinsic motivation source on
because people, in general, behave as they intend to intention to use, and usage of, the computer in the
do, within the available context and time. workplace and, they de®ned perceived usefulness as
TAM adopts TRA's causal links to explain the an extrinsic source of motivation and perceived enjoy-
individual's IT acceptance behaviors. It suggests that ment as an intrinsic source of motivation. They found
perceived usefulness and perceived ease of use of IT that perceived enjoyment and perceived usefulness
are major determinants of its usage. Davis [11] de®ned mediated the in¯uence of perceived ease of use on
perceived usefulness as ``the degree of which a person intention. They also argued that ``while usefulness will
believes that using a particular system would enhance once again emerge as a major determinant of inten-
his or her job performance'' and perceived ease of use tions to use a computer in the workplace, enjoyment
as ``the degree of which a person believes that using a will explain signi®cant variance in usage intentions
particular system would be free of effort.'' Consistent beyond that accounted for by usefulness alone.''
with TRA, user's beliefs determine the attitudes Igbaria et al. [21,22] found that system usage is
toward using the system. Behavioral intentions to affected by both extrinsic motivation (perceived use-
use, in turn, are determined by these attitudes toward fulness) and intrinsic motivation (perceived fun).
using the system. Finally, behavioral intentions to use However, adoption of individual's intrinsic motivation
lead to actual system use. Previous research has factor, such as perceived enjoyment or perceived fun,
demonstrated the validity of this model across a wide as a research construct needs further theoretical vali-
variety of corporate ITs. dation. For example, Davis et al.'s measurements of
One obstacle to using TAM has been problems in perceived enjoyment do not re¯ect a comprehensive
applying it beyond the workplace. This is because set of intrinsic motivation states such as activity
TAM's fundamental constructs do not fully re¯ect the absorption, exploratory behaviors, curiosity, and arou-
variety of user task environments. Recently, Dishaw sal. We propose the `playfulness' concept as an indi-
and Strong [16] pointed out that a weakness of TAM is vidual's intrinsic salient belief to explain the
its lack of task focus. Therefore, to increase external individual's intrinsically motivated behaviors.J.-W. Moon, Y.-G. Kim / Information & Management 38 (2001) 217±230 219
2.3. Research on playfulness in human±computer that it is useful in understanding playfulness and the
interaction individuals' evaluation of IT usage. Trevino and Web-
ster [38] investigated the effects of ¯ow on the com-
Playfulness, which is based on Lieberman's pio- puter-mediated communication environment. They
neering works [25] and Barnett's studies [4,5], pro- found that it is in¯uenced by the technology type,
vides a strong theoretical base for our work. ease of use, and computer skill. Also, Webster et al.
There are two possible approaches: the ®rst, focus- [42] examined the state of ¯ow in a speci®c human±
ing on the trait of playfulness, treats it as a motiva- computer interaction. They found that the ¯ow experi-
tional characteristic of individuals; the second, ence is associated with perceived characteristics of the
emphasizing the state of playfulness, de®nes it as a computer software as well as with relevant work-
situational characteristic of the interaction between an related outcomes. But, from the point of technology
individual and the situation. General traits refer to acceptance research, their studies cannot explain the
comparatively stable characteristics of individuals; effects of playfulness on the individual's attitude and
these are relatively invariant to situational stimuli. actual behaviors. To overcome this problem, we con-
States, however, refer to affective or cognitive epi- sider playfulness as an intrinsic belief or motive,
sodes that are experienced in the short run and ¯uc- which is shaped from the individual's experiences
tuate over time. Unlike traits, states can be in¯uenced with the environment. More speci®cally, we examine
by situational factors and the interactions between the it as an intrinsic salient belief that is formed from the
individual and the situation. Playfulness represents a individual's subjective experience with the WWW.
relatively enduring tendency, while being playful Therefore, individuals who have more positive play-
represents a temporary state at some speci®c time. fulness belief in the WWW should view its interac-
In the trait-based approach, Webster and Martoc- tions more positively than those who interact less
chio's Microcomputer Playfulness Scale is a speci®c playfully.
adaptation of Barnett's work to the study of computer On the basis of the Csikszentimihalyi's and Deci's
usage [41]. They conceived playfulness as the char- works, we de®ne three dimensions of perceived play-
acteristic of an individual. Martocchio and Webster fulness: the extent to which the individual
[29], however, found that individuals considered to be
(a) perceives that his or her attention is focused on
high on the playfulness trait demonstrated higher
the interaction with the WWW;
performance and showed higher affective responses
(b) is curious during the interaction; and
to computer training tasks. Also, Atkins and Kydd [2]
(c) finds the interaction intrinsically enjoyable or
examined the in¯uence of individual characteristics of
interesting.
playfulness on the use of the WWW. They found that
both playfulness and usefulness affect its use in dif- Concentration: In the playfulness state, an indivi-
ferent ways, depending on its use for entertaining or dual's attention will be focused on the activity. The
for course work. While the trait-based approach focus is narrowed to a limited stimulus ®eld, so that
focused on playfulness as the individual's character- irrelevant thoughts and perceptions are ®ltered out. In
istic, state-based research emphasized playfulness as this way, the person loses self-consciousness, becomes
the individual's subjective experience of human±com- absorbed in the activity, and be more intensely aware
puter interaction. The majority of the research on of mental processes. When people fall into a playful
playfulness as the individual's interaction state are state during their interaction with the WWW, their
based on the Csikszentimihalyi's `¯ow theory' [9]. It attention will be focused on the interactions.
emphasizes the role of a context rather than individual Curiosity: Malone [27,28] suggested that, during
differences in explaining human motivated behaviors. playfulness, an individual's sensory or cognitive curi-
He de®ned the ¯ow as ``the holistic sensation that osity is aroused. For example, the WWW can encourage
people feel when they act with total involvement.'' sensory curiosity through technological characteristics
When in the ¯ow state, a person may have more such as hyper-links and multimedia effects. It can also
voluntary interaction with his or her environment. stimulate cognitive curiosity and the desire to attain
Based on the ¯ow theory, several IS researchers felt competence with the technology by providing options220 J.-W. Moon, Y.-G. Kim / Information & Management 38 (2001) 217±230
such as bookmarks and hyper-links that encourage considered enjoyable. Also, Csikszentimihalyi argued
exploration and competence attainment. that feasibility of the activity for an individual
Enjoyment: When individuals are in the playfulness encourages ¯ow, the state of playfulness. ITs that
state, they will ®nd the interaction intrinsically inter- are easier to use will be less threatening to the
esting: they are involved in the activity for pleasure individual. Past research has related perceived ease
and enjoyment rather than for extrinsic rewards. of use to the enjoyment of interacting with computer
While these three dimensions are linked and inter- systems, and to the ¯ow experience during computer
dependent, they do not always occur together in interaction. Therefore, perceived ease of use is
practice. For example, involvement often accompa- expected to have positive in¯uence on user's percep-
nies feelings of control and enjoyment, but it may also tion of playfulness in their interaction with the WWW.
occur during highly stressful activities [19,33]. Thus
one playfulness dimension by itself may not re¯ect the Hypothesis 1. There is a positive relationship
total experience. between perceived ease of use and perceived playful-
ness of using the WWW.
3. Research model and hypotheses Triandis [39] argued that affect, the feelings of joy,
elation, or pleasure, or depression, disgust, displea-
The model for this research (Fig. 1) is an extension sure, or hate associated with a particular act, has an
of the TAM based on an individuals intrinsic motiva- impact on the person's behavior. Previous research has
tion theory. Perceived playfulness, the extended part found that attitudinal outcomes, such as positive
of the model, is the construct of interest because it affect, pleasure, and satisfaction, result from the play-
operationalizes the question of how intrinsic motives ful experience [32]. Webster, et al.'s [40] study shows
affect the individual's acceptance of the WWW. that playfulness highly correlates with the user's
The basic assumption is that playfulness will have a positive attitudes. Also, such relationships have been
positive effect on the individuals' attitude toward supported by comparisons between the users micro-
using WWW and their behavioral intentions to use computers and mainframes [23]. Therefore, indivi-
WWW. duals who perceive that the WWW is playful will have
The ®rst hypothesis examines the link between the a positive attitude toward using it.
user's beliefs about perceived ease of use and per-
ceived playfulness. The former has been found to Hypothesis 2. There is a positive relationship
in¯uence IT usage indirectly via perceived enjoyment, between Perceived Playfulness and Attitude toward
because ITs that are dif®cult to use are less likely to be Using the WWW.
Fig. 1. Research model.J.-W. Moon, Y.-G. Kim / Information & Management 38 (2001) 217±230 221
According to ¯ow theory, a positive subjective 4. Research methodology
experience becomes an important reason for perform-
ing an activity. If an activity `feels good', it is intrin- 4.1. Subjects
sically motivating and people are more likely to
engage in the activity for its own sake. Individuals The unit of analysis in our research is the individual
using the WWW and experiencing playfulness are user of the WWW. The population of interest is
more absorbed and interested in their interaction. individuals who use it for their tasks.
Webster, et al.'s study shows that playfulness highly The sample consisted of 152 graduate students, who
correlates with the expected voluntary use. Also, Deci were majoring in the School of Management. All of
and Ryan's work suggests that people expend the subjects had prior experience with the use of the
efforts for both intrinsic and extrinsic motivations. WWW.
Perceived playfulness is an example of an intrinsic The data were gathered by means of a question-
motive, whereas perceived usefulness is an example naire. Overall, of the 208 that were distributed, 152
of an extrinsic motive. Thus, in addition to positive usable questionnaires were received and used for
attitudes, playfulness is expected to be associated analysis, giving a response rate of 78 percent.
with increased behavioral intention to use the WWW. Ninety-one percent of the respondents were male,
and 62 percent have more than a year of experience
Hypothesis 3. There is a positive relationship with the WWW. Detailed descriptive statistics relating
between Perceived Playfulness and Behavioral Inten- to the respondents' characteristics are shown in
tion to Use the World-Wide-Web. Table 1.
Because TAM is used as the baseline model, we also 4.2. Measurement development
verify the following TAM hypothesized relationships
in the context of WWW. In order to develop and validate the instrument,
several steps were taken:
Hypothesis 4. There is a positive relationship
1. development of the measure from the literature;
between Perceived Ease of Use and Perceived Useful-
2. initial pre-test; and
ness in the WWW context.
3. pilot test of the measure.
Hypothesis 5. There is a positive relationship The questionnaire used for data collection con-
between Perceived Ease of Use and Attitude toward tained scales to measure the various constructs of
Using in the WWW context. the research model. These are shown in Appendix
A. The scales for perceived ease of use, perceived
Hypothesis 6. There is a positive relationship usefulness, attitude toward using, behavioral inten-
between Perceived Usefulness and Attitude toward tions to use, and actual use were adapted from Davis'
Using in the WWW context. studies, which established their reliability and validity.
The measures for perceived playfulness was based on
Hypothesis 7. There is a positive relationship existing research on ¯ow theory and intrinsic motiva-
between Perceived Usefulness and Behavioral Inten- tion theory.
tions to Use in the WWW context. Pre-testing and pilot testing of the measures were
conducted by selected users from the IS ®eld, as well
Hypothesis 8. There is a positive relationship as experts in the IS research area. The pre-test respon-
between Attitude toward Using and Behavioral Inten- dents were asked to rate the relevance of the items in
tions to Use in the WWW context. terms of each construct with WWW. The items were
modi®ed to make them relevant to the WWW usage
Hypothesis 9. There is a positive relationship context. Individuals indicated their agreement or dis-
between Behavioral Intentions to Use and Actual agreement with the survey instruments using a seven-
Use in the WWW context. point Likert-type scale.222 J.-W. Moon, Y.-G. Kim / Information & Management 38 (2001) 217±230
Table 1
Descriptive statistics of respondents' characteristics
Measure Items Frequency Percent
Gender Female 13 8.6
Male 139 91.4
Age 24±29 67 44.1
30±35 62 40.8
36 23 15.1
Primary place of World-Wide-Web use Campus 131 86.2
Home 19 12.5
etc. 2 1.3
Browser programs Netscape browser 65 42.8
Internet explorer 63 41.4
Both 24 15.8
Degree of World-Wide-Web experiences 1±6 months 16 10.6
6±12 months 42 27.6
>1 year 94 61.8
Purposes of World-Wide-Web use Work 55 36.2
Entertainment 87 57.2
Both 10 6.6
Here, perceived playfulness is de®ned as ``the is assessed by examining the process by which scale
strength of one's belief that interacting with the items are generated [36]. In this research, de®nitions
WWW will ful®ll the user's intrinsic motives.'' To of perceived ease of use, perceived usefulness, and
measure it, we measured it in terms of the degree of an perceived playfulness were proposed based on the
individual's statements relating to their perceptions review of theory and research in IS and other dis-
about concentration, enjoyment, and curiosity while ciplines. In generating scales for perceived ease of use
using WWW. and perceived usefulness, nine items were selected
Re®nement of measures for the TAM constructs and adapted from TAM research. For developing
Churchill's paradigm [8]. Principal component ana- scales for perceived playfulness, Csikszentimihalyi's
lysis and maximum likelihood analysis employing ¯ow theory and Deci's intrinsic motivation theory
varimax rotations were used and compared for each were used. Also, several existing measures of playful-
of the proposed constructs, as well as the pre-existing ness (individual traits), enjoyment, fun and ¯ow were
constructs that were used in prior research on TAM. reviewed to generate the scales.
Distinct factors resulting from the principal compo-
nents analysis are con®rmed from the corresponding 4.3.2. Construct validity
scree test plots. Cronbach's a was used for assessing Construct validity determines the extent to which a
the reliability of individual scales and sub-scales. scale measures a variable of interest. Many different
Convergent validity and discriminant validity of the aspects have been proposed in the psychometric lit-
measures were veri®ed by observing the correlations erature [3]. In this study, we follow the Straub's
between items of the various scales. processes of validating instruments in MIS research
in terms of convergent and discriminant validity. The
4.3. Measurement assessment former is the degree to which multiple attempts to
measure the same concept are in agreement: two or
4.3.1. Content validity more measures of the same item should co-vary highly
if they are valid measures of the concept. The latter is
Content validity deals with how representative and the degree to which measures of different concepts are
comprehensive the items were in creating the scale. It distinct: if two or more concepts are unique, thenJ.-W. Moon, Y.-G. Kim / Information & Management 38 (2001) 217±230 223
Table 2
Factor structure of perceived playfulnessa
Scale itemsb Principal component with varimax rotations
Factor 1 (curiosity) Factor 2 (enjoyment) Factor 3 (concentration)
PPLF7 0.917
PPLF9 0.890
PPLF8 0.808
PPLF5 0.861
PPLF6 0.829
PPLF4 0.767
PPLF2 0.856
PPLF1 0.829
PPLF3 0.826
Eigenvalues 2.561 2.196 2.196
Percentage of variance explained 28.461 24.405 24.402
Cumulative percentage 28.461 52.866 77.268
a
Note: Suppress absolute values224 J.-W. Moon, Y.-G. Kim / Information & Management 38 (2001) 217±230
Table 3 5. Results
Scale reliability and factorial validitya
Scale itemsb Factor 1 Factor 2 Factor 3 The intent of our study was to extend TAM by
adding a playfulness concept in the WWW context.
PPLF3 0.918
PPLF4 0.909 We hoped to explain user acceptance of the WWW.
PPLF5 0.899 The hypothesized relationships were tested using
PPLF8 0.891 regression analysis to maintain consistency with ear-
PPLF1 0.877 lier studies. Table 5 presents a summary of the hypoth-
PPLF7 0.863
PPLF2 0.861
esis tests. In such research, a stepwise multiple
PPLF9 0.853 regression analysis technique is recommended exam-
PPLF6 0.823 ining the contribution of each predictor variables to
PEOU2 0.951 the regression model [20]. More detailed results of the
PEOU7 0.917 stepwise regression results are shown in Table 6. Also,
PEOU4 0.914
PEOU9 0.884
a standard multiple regression analysis was conducted
PEOU3 0.759 to compare the model's overall predictive ®t (adjusted
PEOU1 0.783 R2) of the original TAM to that of the extended TAM.
PEOU6 0.710 Table 7 shows results of this comparison.
PEOU5 0.656
PEOU8 0.652
5.1. Hypothesis testing
PUSF6 0.865
PUSF4 0.854
PUSF7 0.832 Hypotheses 1 and 4 examine the links between the
PUSF5 0.827 user's beliefs about perceived ease of use and per-
PUSF1 0.761 ceived playfulness and perceived usefulness: per-
PUSF3 0.757
ceived ease of use is signi®cantly related with
PUSF8 0.738
PUSF9 0.730 perceived playfulness (b0.378, t-value5.007,
PUSF2 0.690 pJ.-W. Moon, Y.-G. Kim / Information & Management 38 (2001) 217±230 225
Table 5
Results of hypotheses tests
Modela R2 R2 change b Hypothesis result
(1) Actual use (AU)
AUBIerrors 0.378b 0.615b H9 was not rejected
(2) Behavioral intentions to use (BI)
BIAUPerrors 0.394b
A 0.265b 0.285b H8 was not rejected
U 0.084b 0.269b H7 was not rejected
P 0.045b 0.245b H3 was not rejected
(3) Attitude toward using (A)
AEPUerrors 0.384b 0.248b 0.330b H5 was not rejected
E 0.091b 0.256b H2 was not rejected
P 0.045b 0.232b H6 was not rejected
U
(4) Perceived playfulness (P)
PEerrors 0.143b 0.378b H1 was not rejected
(5) Perceived usefulness (U)
UEerrors 0.93b 0.305b H4 was not rejected
a
AU, Actual Use; BI, behavioral intentions to use; A, attitude toward using; E, perceived ease of use; U, perceived usefulness; and P,
perceived playfulness.
b
p226 J.-W. Moon, Y.-G. Kim / Information & Management 38 (2001) 217±230
Table 7
Comparing extended TAM with the original TAM
Variablea Original TAM Extended TAM
2 2
R Adjusted R b s.e. b t-value R2 Adjusted R2 b s.e. b t-value
b b
ATT 0.332 0.323 0.384 0.371
PEOU 0.405b 0.024 5.758 0.330b 0.025 4.648
PUSF 0.305b 0.037 4.334 0.232b 0.037 3.271
PPLF ± ± ± 0.256b 0.032 3.513
BI 0.349b 0.341 0.394b 0.382
ATT 0.378b 0.074 5.165 0.285b 0.077 3.750
PUSF 0.321b 0.039 4.387 0.269b 0.038 3.707
PPLF ± ± ± 0.245b 0.033 3.302
a
ATT, Attitude toward using; PEOU, perceived ease of use; PUSF, perceived usefulness; PPLF, perceived playfulness; and BI, behavioral
intentions to use.
b
p0.001.
usefulness, and perceived playfulness. Attitude toward had a stronger effect than perceived usefulness. Per-
using the WWW has a strong signi®cant in¯uence on ceived ease of use had a very strong effect in both
the behavioral intention (b0.285, t-value3.750, models. Also, as expected, both TAM and extended
pJ.-W. Moon, Y.-G. Kim / Information & Management 38 (2001) 217±230 227
Table 8
Comparing entertainment and work group
Entertainment group (n87) Work group (n55)
2
R b t-value R2 b t-value
a
Bi 0.396 0.279
PUSFb 0.202 1.5433 0.409*** 4.244
PPLFc 0.491*** 0.744 0.239* 2.481
*
p228 J.-W. Moon, Y.-G. Kim / Information & Management 38 (2001) 217±230
7. Conclusion and limitations (2) Learning to operate WWW is easy for me
(3) It is difficult to learn how to use WWW
Perceived ease of use and perceived usefulness were (4) I find it easy to get WWW to do what I want it to
shown to be important to user's perceptions of the do
WWW systems. In addition, perceptions of playful- (5) It takes too long a time to learn to use WWW
ness appear to in¯uence user's attitude toward using (6) It is easy to remember how to use WWW
the WWW. Thus, perceived playfulness may also be (7) Using WWW requires a lot of mental effort
an important consideration in the design of future (8) My interaction with WWW is clear and
WWW systems: they must provide more concentra- understandable
tion, curiosity, and enjoyment. (9) It is easy for me to become skilful at using
Although our ®ndings provide meaningful implica- WWW
tions for WWW technology, our study has some
limitations. First, the use of self-report scales to Perceived usefulness [seven-point Likert type scale]
measure study variables suggests the possibility of a (1) Using WWW improves my task quality
common method bias for some of the results. In order (2) Using WWW improves the performance of my
to pursue further investigation, it would be appropriate tasks
to develop a more direct and objective measure for (3) Using WWW supports the critical part of my
user acceptance of the WWW. Second, three beliefs tasks
(ease of use, usefulness, and playfulness) are in¯u- (4) Using WWW enables me to accomplish tasks
enced by externally controllable factors such as devel- more quickly
opment methodologies, training, organizational (5) Using WWW increases my task productivity
support and policy, individual and task characteristics, (6) Using WWW enables me to have more accurate
and user participation. Finally, this study was con- information
ducted with a snapshot research approach, but a long- (7) Using WWW enables me to access a lot of
itudinal approach also should be considered. information
(8) Using WWW enables me to access the newest
information
Appendix A. (9) Using WWW enables me to acquire high quality
information
Perceived playfulness [seven-point Likert type
scale]
(1) When interacting with WWW, I do not realize Attitude toward using [seven-point semantic differ-
the time elapsed ence type scale]
(2) When interacting with WWW, I am not aware of All things considered, my using World-Wide-Web
any noise in my tasks is a(n)____ idea.
(3) When interacting with WWW, I often forget the (1) Using WWW is a (good/bad) idea
work I must do (2) Using WWW is a (wise/foolish) idea
(4) Using WWW gives enjoyment to me for my task (3) Using WWW is a (pleasant/unpleasant) idea
(5) Using WWW gives fun to me for my task (4) Using WWW is a (positive/negative) idea
(6) Using WWW keeps me happy for my task
(7) Using WWW stimulates my curiosity Behavioral intentions to use [seven-point Likert
(8) Using WWW leads to my exploration type scale]
(9) Using WWW arouses my imagination (1) I will use WWW on a regular basis in the
future
Perceived ease of use [seven-point Likert type (2) I will frequently use WWW in the future
scale] (3) I will strongly recommend others to use
(1) It will be impossible to use WWW without WWW
expert help Use of World-Wide-Web (Table 9).J.-W. Moon, Y.-G. Kim / Information & Management 38 (2001) 217±230 229
Table 9
Actual use
(1) How many times do you use WWW during a week?
() () () () () () ()
Not at all Less than About once 2 or 3 times Several times About once Several times
once a week a week a week a week a day each days
(2) How many hours do you use WWW every week?
() () () () () () ()
25 h
(3) How frequently do you use WWW?
Infrequent () () () () () () ()
Extremely Quite Slightly Neither Slightly Quite Extremely Frequent
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[15] E.L. Deci, R.M. Ryan, Intrinsic Motivation and Self-
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Ji-Won Moon is a Ph.D. student at the
208±226.
Graduate School of Management of the
[32] L.E. Sandelands, S.J. Asford, J.E. Dutton, Reconceptualizing
Korea Advanced Institute of Science and
the overjustification effect: a template-matching approach,
Technology. He received his B.A. degree
Motivation and Emotion 7 (3), 1983, pp. 229±255.
from Keimyung University, and M.S.
[33] L.E. Sandelands, G.C. Buckner, Of art and work: aesthetic
degree in MIS from the Graduate School
experience and the psychology of work feelings, Research in
of Management of the KAIST in Seoul.
Organizational Behavior 11, 1989, pp. 105±131.
His research interests include WWW,
[34] W.E. Scott, J. Farh, P.M. Podaskoff, The effects of intrinsic
Electronic Commerce, User Interface
and extrinsic reinforcement contingencies on task Behavior,
Design, and Emotional Computing. His
Organizational Behavior and Human Decision Processes 41,
articles were presented at APDSI and INFORMS international
1988, pp. 405±425.
conferences.
[35] A.H. Segars, V. Grover, Re-examining perceived ease of use
and usefulness: a confirmatory factor analysis, MIS Quarterly
17 (4), 1993, pp. 517±525. Young-Gul Kim is an Associate Pro-
[36] D.W. Straub, Validating instruments in MIS research, MIS fessor at the Graduate School of Man-
Quarterly 13 (2), 1989, pp. 147±170. agement of the Korea Advanced
[37] T.S.H. Teo, V.K.G. Lim, R.Y.C. Lai, Intrinsic and extrinsic Institute of Science and Technology in
motivation in internet usage, OMEGA: International Journal Seoul. He received his B.S. and M.S.
of Management Science 27, 1999, pp. 25±37. degrees in Industrial Engineering from
[38] L.K. Trevino, J. Webster, Flow in computer-mediated Seoul National University, Korea and his
communication: electronic mail and voice evaluation, Com- Ph.D. degree in MIS from the University
munication Research 19 (2), 1992, pp. 539±573. of Minnesota. His active research areas
[39] H.C. Triandis, Attitude and Attitude Change, Wiley, New are: Knowledge Management, Data and
York, 1971. Process Modeling and Customer Rela-
[40] J. Webster, J.B. Heian, J.E. Michelman, Computer training tionship Management. He has published in Communications of the
and computer anxiety in the educational process: an ACM, Information & Management, Database, Journal of MIS, and
experimental analysis, in Proceedings of the Eleventh Information Systems Management, etc.You can also read
