campaign by higher management will help the instructors to
be aware of the benefits of the LMS and hence, will help
improve the adoption of the LMS.
The findings show a strong and positive correlation
between hedonic motivation (HM) and behavioral intention,
indicating that the chances of LMS adoption will be
increased among instructors who believe that using an LMS
is more enjoyable, pleasurable, and entertaining. This
implies that instructors achieve an acceptable level of
intrinsic motivation while using LMS in their teaching.
Hence, it is suggested that instructors should provide some
components of fun in their teaching activities such as games,
online quizzes, and videos relevant to the course content to
let students feel entertained and playful while using the
LMS. Also, the designers and developers of the LMS should
design the interface and features of LMS so that the
instructors feel LMS is a user-friendly, comfortable, and
entertaining tool rather than a burden.
This study shows that culture is an important factor that
influences the technology adoption. To bring increased
acceptance of the new technology, the technology should be
designed to match with the cultural values of the society.
The designers and developers of LMS should consider the
cultural values and dimensions (i.e. PD, UA, IND, and
MAS) of a community while developing an LMS for a
community. The findings of this study could also serve as a
guide for other institutions to understand the impact of
cultural variables on the LMS adoption from the instructors’
point of view. The findings of this research and the literature
study show that Arab culture has a high power distance. This
implies that the managers have a lower tendency to
exchange and share information. The information gap acts as
a barrier to the adoption of LMS among instructors. The
management of the higher educational institutions should
promote information sharing environment to reduce the
information gap. The findings indicate that most instructors
are uncertain about the safety and security of the students’
data stored on the LMS. The concerns about seamless
availability, privacy, and security of the students’ data stored
on the LMS continues to be one of the fears of the instructors
in the adoption of the LMS. Hence, the management of the
higher educational institutions should build the trust of
instructors regarding technology by investing in technology
improvement, data privacy, and security. LMS providers
should incorporate modern technological advances (e.g.
cloud) to secure the data on the LMS to make instructors
more comfortable and to have more confidence in the
technology. This trust and confidence would convey a positive impact on the increasing participation of the instructors
to use the LMS.
9.4 Future Research Directions
The following suggestions are made for future research:
• This study provides an empirical base to develop an
extended UTAUT2 model by incorporating additional
variables in a multi-cultural context and provides a guide
for further study. The proposed model could be further
tested in the future with a larger sample of instructors in
all higher educational institutions of the Middle East.
Similarly, the methodology used for this model can be
replicated in future research in higher educational institutions of other regions of GCC countries.
• This study involves a one-time data collection
(cross-sectional). In the future, longitudinal studies could
be conducted for better observing and evaluating the
changes in the variables influencing the instructors’
behavioral intention to adopt LMS in their teaching.
• This study assumes that behavioral intention (BI) is a
good predictor of use behavior (UB). In this regard, in the
future, there is a need to reassess whether the ‘behavioral
intention’ predicts ‘use behavior’. Furthermore, in the
UTAUT2 model, use behavior (UB) is dependent upon
behavioral intention (BI) and is measured indirectly
through BI. In the future, research can be conducted on
other models in which the adoption (i.e. UB) is directly
measured rather than through BI.
• This research focused only on Hofstede’s four cultural
dimensions. Future research could expand the research to
examine the role of long term/short term and
indulgence/restraint dimensions. Also, this study has
dealt with the impact of culture on the LMS adoption at
an individual level, but in the future, to achieve more
focused results, the research could be focused on a
national as well as on an individual level. Another limitation could lie in the utilization of, the 30-year-old,
Hofstede’s cultural dimensions which was introduced in
1980. In 30 years, many changes could have occurred in
the cultural values of the nations. Therefore, a more
recent study on Hofstede’s cultural dimensions could
provide a better comparison with this research.
• Since the sample is limited to only male instructors,
future research could be extended to male and female
populations.
• This research has been conducted only on the instructors.
Future research could be extended by incorporating the
perceptions of a student, as well.
• The original UTAUT2 model shows that FC is a major
predictor of both BI and UB. But this study shows an
insignificant relationship between FC and UB. This
9.3 Advancing the Theory and Practice of LMS Adoption
85
be aware of the benefits of the LMS and hence, will help
improve the adoption of the LMS.
The findings show a strong and positive correlation
between hedonic motivation (HM) and behavioral intention,
indicating that the chances of LMS adoption will be
increased among instructors who believe that using an LMS
is more enjoyable, pleasurable, and entertaining. This
implies that instructors achieve an acceptable level of
intrinsic motivation while using LMS in their teaching.
Hence, it is suggested that instructors should provide some
components of fun in their teaching activities such as games,
online quizzes, and videos relevant to the course content to
let students feel entertained and playful while using the
LMS. Also, the designers and developers of the LMS should
design the interface and features of LMS so that the
instructors feel LMS is a user-friendly, comfortable, and
entertaining tool rather than a burden.
This study shows that culture is an important factor that
influences the technology adoption. To bring increased
acceptance of the new technology, the technology should be
designed to match with the cultural values of the society.
The designers and developers of LMS should consider the
cultural values and dimensions (i.e. PD, UA, IND, and
MAS) of a community while developing an LMS for a
community. The findings of this study could also serve as a
guide for other institutions to understand the impact of
cultural variables on the LMS adoption from the instructors’
point of view. The findings of this research and the literature
study show that Arab culture has a high power distance. This
implies that the managers have a lower tendency to
exchange and share information. The information gap acts as
a barrier to the adoption of LMS among instructors. The
management of the higher educational institutions should
promote information sharing environment to reduce the
information gap. The findings indicate that most instructors
are uncertain about the safety and security of the students’
data stored on the LMS. The concerns about seamless
availability, privacy, and security of the students’ data stored
on the LMS continues to be one of the fears of the instructors
in the adoption of the LMS. Hence, the management of the
higher educational institutions should build the trust of
instructors regarding technology by investing in technology
improvement, data privacy, and security. LMS providers
should incorporate modern technological advances (e.g.
cloud) to secure the data on the LMS to make instructors
more comfortable and to have more confidence in the
technology. This trust and confidence would convey a positive impact on the increasing participation of the instructors
to use the LMS.
9.4 Future Research Directions
The following suggestions are made for future research:
• This study provides an empirical base to develop an
extended UTAUT2 model by incorporating additional
variables in a multi-cultural context and provides a guide
for further study. The proposed model could be further
tested in the future with a larger sample of instructors in
all higher educational institutions of the Middle East.
Similarly, the methodology used for this model can be
replicated in future research in higher educational institutions of other regions of GCC countries.
• This study involves a one-time data collection
(cross-sectional). In the future, longitudinal studies could
be conducted for better observing and evaluating the
changes in the variables influencing the instructors’
behavioral intention to adopt LMS in their teaching.
• This study assumes that behavioral intention (BI) is a
good predictor of use behavior (UB). In this regard, in the
future, there is a need to reassess whether the ‘behavioral
intention’ predicts ‘use behavior’. Furthermore, in the
UTAUT2 model, use behavior (UB) is dependent upon
behavioral intention (BI) and is measured indirectly
through BI. In the future, research can be conducted on
other models in which the adoption (i.e. UB) is directly
measured rather than through BI.
• This research focused only on Hofstede’s four cultural
dimensions. Future research could expand the research to
examine the role of long term/short term and
indulgence/restraint dimensions. Also, this study has
dealt with the impact of culture on the LMS adoption at
an individual level, but in the future, to achieve more
focused results, the research could be focused on a
national as well as on an individual level. Another limitation could lie in the utilization of, the 30-year-old,
Hofstede’s cultural dimensions which was introduced in
1980. In 30 years, many changes could have occurred in
the cultural values of the nations. Therefore, a more
recent study on Hofstede’s cultural dimensions could
provide a better comparison with this research.
• Since the sample is limited to only male instructors,
future research could be extended to male and female
populations.
• This research has been conducted only on the instructors.
Future research could be extended by incorporating the
perceptions of a student, as well.
• The original UTAUT2 model shows that FC is a major
predictor of both BI and UB. But this study shows an
insignificant relationship between FC and UB. This
9.3 Advancing the Theory and Practice of LMS Adoption
85