Understanding the effect of e-learning on individual performance: The role of digital literacy

Mohammadyari, Soheila; Singh, Harminder

doi:10.1016/j.compedu.2014.10.025

Cited by 496Technology Adoption and User BehaviourDigital literacy in educationHuman Resource Development and Performance Evaluation

Understanding the effect of e-learning on individual performance: The role of digital literacy

Mohammadyari, Soheila, Singh, Harminder·2015·Computers & Education

DOI 10.1016/j.compedu.2014.10.025

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Higher digital literacy is associated with more perceived technology usefulness, less difficulty in use, and more professional development and lifelong learning.
“which in turn is associated with more perceived technology usefulness, less difficulty in use, and more professional development and lifelong learning (Kohnke, 2017; Mohammadyari and Singh, 2015).”
From College students’ literacy, ChatGPT activities, educational outcomes, and trust from a digital divide perspective (2026) · cites this paper as Mohammadyari and Singh, 2015
Several other studies indicated the positive impact of digital and information literacy on technology adoption.
“Several other studies have indicated the positive impact of digital and information literacy on technology adoption [60,73,74].”
From ChatGPT in Learning: Assessing Students’ Use Intentions through the Lens of Perceived Value and the Influence of AI Literacy (2024) · cites this paper as [73]
Self-reported technological literacy predicts learners' effort to engage in technology-supported learning.
“In general, self-reported technological literacy has been demonstrated to predicts learners' effort to engage in technology-supported learning [8,13,14], which implies positive attitudes towards using the technology.”
From An Extended Theory of Planned Behavior for the Modelling of Chinese Secondary School Students’ Intention to Learn Artificial Intelligence (2020) · cites this paper as [14]
The findings are generally congruent with studies related to the theory of planned behavior and the technology acceptance model in educational contexts.
“The findings are generally congruent with studies related to TPB and technology acceptance model in educational context [8,14,15,36].”
From An Extended Theory of Planned Behavior for the Modelling of Chinese Secondary School Students’ Intention to Learn Artificial Intelligence (2020) · cites this paper as [14]

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Authors: Mohammadyari, S., & Singh, H.
Affiliations: Auckland University of Technology (NZ)
Corresponding author: Singh, Harminder
ORCID: Singh, Harminder
Venue: Computers & Education
Publisher: Elsevier BV
Published: 2015-03
Volume: 82
Pages: 11-25
ISSN: 0360-1315 (ISSN-L)
DOI: 10.1016/j.compedu.2014.10.025
OpenAlex: W2010456449
Cited by: 496
References: 122
Citations by year: 2026: 30 · 2025: 57 · 2024: 74 · 2023: 77 · 2022: 50 · 2021: 55 · 2020: 42 · 2019: 40 · 2018: 29 · 2017: 14 · 2016: 19 · 2015: 9
FWCI: 26.23
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Computers & Education (publishedVersion)
Funders: Faculty of Business and Law, Auckland University of Technology (AUT)
Topics: Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
Physical Sciences › Computer Science › Information Systems › Digital literacy in education
Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
Keywords: online learning, digital literacy, individual performance, effort expectation, performance expectations, continuance intention, UTAUT, Web 2.0 tools, accountant training, small and medium-sized enterprises, individual training

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