Abstract

This study aims to examine the influence of personality traits, specifically introversion and extroversion, on the relationship between technostress, satisfaction, and performance expectancy of students. Data from 234 university students were collected and analyzed using the partial least square structural equation modeling approach. The findings reveal no significant difference between introverted and extroverted students in terms of techno-overload and techno-insecurity. However, a notable difference is observed in the context of techno-complexity, where introverted students are more affected by it compared with extroverted students. This could be attributed to introverted students who tend to face challenges alone and find it difficult to ask for help, whereas the extroverted ones are more inclined to ask for assistance when facing technological challenges. Consequently, it is recommended that instructors provide clear explanations on how to use learning technology applications before commencing lessons, aiming to alleviate techno-complexity issues among students. Despite being considered digital natives, the current generation still requires guidance on the use of learning technology. The provision of user-friendly applications is essential to ensure the effectiveness of learning technology for both personality types.