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The purpose of this paper is to extend the theory of consumption values by investigating the influence of aesthetic, conditional, convenience, monetary, epistemic, self-gratification, and social value on customer pre-adoption choice behavior to use mobile financial services.

Data were collected using an online survey questionnaire resulting in 524 total responses from registered users of M-PESA mobile financial services in Kenya, ultimately resulting in a usable sample of 384 responses. Partial least squares was used to evaluate the research model and associated hypotheses.

Aesthetic, conditional, convenience, monetary, epistemic, and self-gratification value are positive determinants of customer pre-adoption choice behavior to use M-PESA mobile financial services, but not social value.

Survey participants were limited to customers of M-PESA mobile financial services in Kenya. The study findings present important implications for managers and academic researchers in the mobile financial services market.

This is one of the first empirical studies to investigate customer pre-adoption choice behavior to use M-PESA mobile financial services from the perspective of customer perceived value.

The purpose of this paper is to: empirically validate a modified unified theory of acceptance and use of technology (UTAUT) model by adding an “e‐learning motivation” construct in the South American context; try to determine the role of e‐learning motivation in the use and adoption of e‐learning systems and conversely the effect of technology on students' e‐learning motivation; and to test region and gender as moderators in the model.

A survey method was used to collect data from 47 schools located at different regions: the coast, Andes, and jungle of Peru. The partial least square technique was used for data analysis.

It was found that “e‐learning motivation” and “social influence” had a positive influence on behavioural intention, while “facilitating condition” had no effect on e‐learning portal use. Furthermore, use behaviour had a positive influence on e‐learning motivation. Also found was the moderating role of “region”.

The analysis is carried out in a single country, thus, caution should be taken in generalisation of the results.

The findings will help policy makers and practitioners in developing countries to better understand students' e‐learning motivation.

By adopting the UTAUT model, a new construct of “e‐learning motivation” is added, and applied to the South American context.