The Influence of Cognitive Absorption on Perceived Usefulness and Ease of Use in Online Learning: A Study of Ghanaian Distance Learning Students

Purpose: This study, therefore, sought to measure the effect of cognitive absorption on the intention to use an online learning system. Additionally, evaluate the effect of perceived usefulness on the intention to use the online learning system. Design/methodology/approach: A Quantitative research approach was employed in this study. the population of this study includes all distance learning undergraduate and graduate students pursuing various programs in Ghana. A convenient sampling method was used to sample 595 distance learning students. The study then employed SMART PLS 3.0 to estimate the various objectives of the study. Research limitations: The study only sampled distance learning students within the greater Accra region. This overlooks students in other regions of Ghana who may face unique challenges not commonly encountered in cities like Accra. Findings: The results revealed that perceived usefulness had a positive effect on the intention to use online learning systems. Additionally, perceived ease of use has a positive and significant effect on the intention to use the online learning system. The study's findings show that perceived ease of use had a positive effect on the intention to use the online system. Practical Implication: The study suggests that universities should adopt robust information technology systems to enhance the ease of use for students. Social Implication: This finding suggests that students from institutions with weaker technological resources or support systems may experience reduced cognitive absorption, potentially widening the digital divide and exacerbating educational inequality. Originality/value: This paper was conducted to examine the interaction between cognitive absorption and intention to use online learning systems.