Learning has embraced the ‘‘open’’ process in recent years, as many educationalresources are made available for free online. Existing research, however, has not providedsufficient evidence to systematically improve open learning interactions and engagement inopen educational resource (OER) systems. This deficiency presents two challenges to theefficacy of OER systems. First, OER users might not take full advantage of open contentsince their interactions and experience with open learning systems cannot be optimized.Second, this lack of interaction could discourage the overall usage of OER systems, thusimpeding their sustainability. This study addressed both issues by investigating technologyacceptance levels among users of an OER portal, My OOPS, in Taiwan. The study aimed tounder stand how open learners might be motivated to engage with OER systems. Based on 729 valid responses, the structural equation modeling revealed a lack of learning goal structure and irrelevance of self-efficacy in participants’ motivational systems. The result prompted an urgent need to reexamine existing motivational design thinking in order toad dress emerging motivational challenges in open and goal-free learning environment ssupported by OER systems

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Understanding motivational system in open learning

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• Understanding motivational system in open learning : Learners’ engagement with a Traditional Chinese-based open educational resource system