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Extending TAM for Online Learning Systems: An Intrinsic Motivation Perspective
Tsinghua Science and Technology
Abstract
To get a better understanding of user behavior towards online learning systems, the technology acceptance model (TAM) was extended to include an intrinsic motivational factor. An online survey posted on a campus BBS was conducted to collect research data with a total of 121 usable responses. The results support the motivational model and show that the explained variance of online learning system use behavior is 71.3% higher than that of the original TAM explanation.
... Technology Acceptance Model (TAM) sudah diterapkan untuk mengeksplorasi dan melihat bagaimana platform teknologi khususnya E-Learning, diterapkan dalam proses pembelajaran khususnya di pendidikan tinggi [16]- [18]. Dari sebagian besar penelitian yang telah dilakukan, merupakan sebuah bukti bahwa platform teknologi khususnya E-Learning dapat diterapkan di berbagai negara. ...
... Saat ini, banyak pendekatan atau framework yang digunakan untuk dapat memahami bagaimana integrasi atau penggunaan sebuah teknologi itu sendiri. Technology Acceptance Model (TAM) sudah diterapkan secara luar untuk mengeksplorasi dan melihat bagaimana platform teknologi khususnya E-Learning, diterapkan dalam proses pembelajaran khususnya di pendidikan tinggi [16], [17], [24]. Dalam konteks pendekatan ilmu sosial, pendekatan yang sering digunakan adalah Technology Acceptance Model (TAM), dimana dalam pendekatan ini perilaku pengguna, perasaan pengguna, seperti perasaan positif atau negatif, kemudian intensi perilaku pengguna dapat diukur dan diprediksi dengan menggunakan pendekatan Perceived Usefulness dan Perceived Ease of Use [24]. ...
... Secara khusus, TAM juga dipergunakan dalam melakukan analisa perilaku pengguna dalam penggunanan teknologi pendidikan dalam e-learning [16]- [18]. TAM mendefinisikan bahwa sikap; perasaan orang, positif atau negatif, mengenai kinerja niat perilaku dalam mengadopsi sistem, dapat diprediksi oleh kegunaan dan kemudahan yang dirasakan [26]- [29]. ...
The growth of startups in Indonesia Education Technology (EdTech) has increased significantly and related with the growth of EdTech globally. Related to the pandemic and the need for future skills, it is a moment for EdTech startups, to build a process, approach and strategy for teaching-learning activities to be able to produce someone with the skills needed in the future. The purpose of this research is to see how the technology-based learning process in EdTech startups can be used and adapted by users in improving their skills and needs in the future. This research uses the Technology Acceptance Model (TAM) framework by adding facilitating condition variables as extended factors to see how the user's environmental conditions help encourage and adapt the use of technology. This research uses a quantitative method where data collection is carried out to students who are still active in EdTech startups Indonesia in the period 2016 - 2022 and analyzed using structural equation modeling. The results illustrate that TAM has been able to explain the factors that predict the use of e-learning among users on the Edtech Startup platform in supporting the learning process. Then there is a significant relationship between facilitating condition variables with ease of use and perceived benefits. In addition, the results of this study illustrate a significant relationship between the core components TAM framework and will enrich the academic literature in understanding the conditions of learning platforms in the EdTech sector to support the needs of skills and competencies in the future.
... The technology acceptance model (TAM) developed by (Davis, 1989) tested two specific beliefs: perceived usefulness (PU) and perceived ease of use (PEU) as factors to describe the users' behavior toward the adoption and use of innovative technology (Almulla, 2021;Fathema et al., 2015;Sharma & Srivastava, 2020). The model has proven to be a parsimonious model that describes the variance in students' behavioral intention associated with the adoption and use of technology across a wide variety of contexts (Alshammari et al., 2016;Arkorful et al., 2022;Hong et al., 2006;Lee et al., 2009;Li & Yu, 2020;Zhang et al., 2008). Previous studies related to students' behavior revealed that students' behavioral intention (BI) significant predictor of the use of technology (Alharbi & Drew, 2014b;Almaiah et al., 2022;Amadu, et al., 2018;Hung et al., 2011;Lwoga, 2014;Palmer & Holt, 2009;Sharma & Srivastava, 2020). ...
... Regarding students' perceived usefulness (PU), the finding revealed that perceived usefulness (PU) is positive and significantly affects attitudes toward the use (AT) of SIMS as well as behavior intention (BI) to use SIMS. This finding confirmed previous studies that suggested that perceived usefulness positively affects attitudes toward use (AT) (Alenezi et al., 2010;Alfadda & Mahdi, 2021;Alharbi & Drew, 2014b;Fathema et al., 2015;Li & Yu, 2020;Pal & Patra, 2021;Salloum et al., 2019;Saroia & Gao, 2019) as well as behavior intention (BI) (Alassafi, 2020;Alenezi et al., 2010;Alharbi & Drew, 2014b;Almulla, 2021;Arkorful et al., 2022;Budu et al., 2018;Fathema et al., 2015;Hong et al., 2006;Lee et al., 2009;Lwoga, 2014;Macharia & Nyakwende, 2009a, b;Ni & Cheung, 2022;Salloum et al., 2019;Saroia & Gao, 2019;Sharma & Srivastava, 2020;Tsai, 2014;Zhang et al., 2008). ...
... Furthermore, concerning students' perceived ease of use (PEOU) of SIMS, the findings revealed that perceived ease of use (PEOU) positively and significantly affects attitudes toward the use (AT) of SIMS, perceived usefulness (PU) as well as behavior intention (BI) to use SIMS. This finding confirmed prior studies that suggested perceived usefulness positively affects attitudes toward use (AT) (Alenezi et al., 2010;Alfadda & Mahdi, 2021;Alharbi & Drew, 2014b;Fathema et al., 2015;Li & Yu, 2020;Pal & Patra, 2021;Salloum et al., 2019;Saroia & Gao, 2019), perceived usefulness (PU) (Hong et al., 2006;Macharia & Nyakwende, 2009a, b;Alharbi & Drew, 2014b;Salloum et al., 2019;Zhang et al., 2008;Fathema et al., 2015;Tsai, 2014;Lee et al., 2009;Mailizar et al., 2021;Ni & Cheung, 2022;Alfadda & Mahdi, 2021;Li & Yu, 2020;Almulla, 2021;Pal & Patra, 2021), and behavior intention (BI) (Alassafi, 2020;Alenezi et al., 2010;Alharbi & Drew, 2014b;Almulla, 2021;Arkorful et al., 2022;Budu et al., 2018;Fathema et al., 2015;Hong et al., 2006;Lee et al., 2009;Lwoga, 2014;Macharia & Nyakwende, 2009a, b;Ni & Cheung, 2022;Salloum et al., 2019;Saroia & Gao, 2019;Sharma & Srivastava, 2020;Tsai, 2014;Zhang et al., 2008). However, the findings of this study contradicted a previous study suggested that perceived usefulness (PU) significantly affects perceived ease of use (PEOU) (Alenezi et al., 2010), and (Saroia & Gao, 2019) suggested that perceived ease of use (PEOU) insignificantly affects perceived usefulness (PU) of SIMS. ...
The study evaluates the students’ behavior intention toward the use of a student information management system (SIMS) at the Institute of Social Work located, in
Dar es Salaam, Tanzania. The study offers a significant contribution to the body of literature using the Technology Acceptance Model (TAM). The study extends the
original TAM with the SIMS usage experience as an external variable. An online questionnaire was employed for data collection and a quantitative method was used
for data analysis. Questionnaires were prepared and distributed using the KoBo Toolbox. The participants of this study were third-year students from all academic departments at the institute of social work. At the end of the data collection period, 112 questionnaires were collected. Only 100 (89%) questionnaires yielded valid responses thus considered for analysis and 12 (11%) questionnaires did not yield
valid responses, excluded from the analysis. The findings of this study revealed that the original TAM construct positively affects the behavior intention to use SIMS.
Similarly, the study recognized that the SIMS usage experience positively influenced the perceived ease of use, perceived usefulness, and intention to use SIMS.
The finding of this study offered a better understanding of evaluating and predicting the student’s behavioral intention toward SIMS usage at the institute. Furthermore,
the study suggested that the Institute must ensure and improve support for students on the use of SIMS services without increased complications in the SIMS. Finally,
the study explicated recommendations for theory and practice.
... In the literature, enjoyment has often been used to represent this notion of intrinsic motivation [60]. Therefore, the enjoyment experienced when using a technology could reduce the perception of the effort made during its use [61] and thus be a predictor of the IU [60]. ...
... In the literature, enjoyment has often been used to represent this notion of intrinsic motivation [60]. Therefore, the enjoyment experienced when using a technology could reduce the perception of the effort made during its use [61] and thus be a predictor of the IU [60]. In this study, some participants (3/32, 9%) expressed curiosity about the iTV and emphasized the playful nature of its handling, taking a certain enjoyment in discovering its functioning. ...
Background:
When older adults (OAs) can no longer live independently at home, they have the option to choose from various types of geriatric care institutions, such as residential facilities or nursing homes. For several years now, thanks to the development of interactive television (iTV), social link functions have been accessible directly on televisions, tools that are already integrated into residents' rooms. The acceptance of technologies specifically targeting older users, as well as iTV, has been widely documented in the literature, incorporating factors from the innovation resistance model.
Objective:
This research aims to enrich the acceptance of existing models of innovation by OAs living in different settings.
Methods:
User tests were carried out to evaluate OAs’ experiences with iTV and identify the factors involved in its acceptance. A total of 32 OAs living at home, in nursing homes, or in residential facilities in France were interviewed between November 2022 and June 2023. iTV acceptance was examined using an interview grid based on the technology acceptance model and included the following factors: intention to use, perceived usefulness, perceived ease of use, user resistance, anxiety, facilitating conditions, and user characteristics.
Results:
The deductive qualitative analysis based on the technology acceptance model helped to identify 33 concepts.
Conclusions:
This study has contributed to the literature on the acceptance of iTV by OAs living at home and in geriatric institutions, particularly by enriching existing models and proposing new avenues for reflection.
... In the literature, enjoyment has often been used to represent this notion of intrinsic motivation [60]. Therefore, the enjoyment experienced when using a technology could reduce the perception of the effort made during its use [61] and thus be a predictor of the IU [60]. ...
... In the literature, enjoyment has often been used to represent this notion of intrinsic motivation [60]. Therefore, the enjoyment experienced when using a technology could reduce the perception of the effort made during its use [61] and thus be a predictor of the IU [60]. In this study, some participants (3/32, 9%) expressed curiosity about the iTV and emphasized the playful nature of its handling, taking a certain enjoyment in discovering its functioning. ...
Background
When older adults (OAs) can no longer live independently at home, they have the option to choose from various types of geriatric care institutions, such as residential facilities or nursing homes. For several years now, thanks to the development of interactive television (iTV), social link functions have been accessible directly on televisions, tools that are already integrated into residents’ rooms. The acceptance of technologies specifically targeting older users, as well as iTV, has been widely documented in the literature, incorporating factors from the innovation resistance model.
Objective
This research aims to enrich the acceptance of existing models of innovation by OAs living in different settings.
Methods
User tests were carried out to evaluate OAs’ experiences with iTV and identify the factors involved in its acceptance. A total of 32 OAs living at home, in nursing homes, or in residential facilities in France were interviewed between November 2022 and June 2023. iTV acceptance was examined using an interview grid based on the technology acceptance model and included the following factors: intention to use, perceived usefulness, perceived ease of use, user resistance, anxiety, facilitating conditions, and user characteristics.
Results
The deductive qualitative analysis based on the technology acceptance model helped to identify 33 concepts.
Conclusions
This study has contributed to the literature on the acceptance of iTV by OAs living at home and in geriatric institutions, particularly by enriching existing models and proposing new avenues for reflection.
... Intrinsically motivated behaviors are performed because of interest and to satisfy innate psychological needs for competence and autonomy, whereas extrinsically motivated behaviors are often carried out for external and instrumental reasons. In the literature, enjoyment has often been used to represent this notion of intrinsic motivation [52]. Thus, the enjoyment experienced when using a technology could reduce the perception of the effort made during its use [53], and thus be a predictor of the intention to use it [52]. ...
... In the literature, enjoyment has often been used to represent this notion of intrinsic motivation [52]. Thus, the enjoyment experienced when using a technology could reduce the perception of the effort made during its use [53], and thus be a predictor of the intention to use it [52]. In this study, some participants expressed curiosity about the iTV and emphasized the playful nature of its handling, taking a certain enjoyment in discovering its functioning. ...
BACKGROUND
When older adults (OAs) can no longer remain at home, they have a choice between several types of geriatric institutions: residential facility (RF) or nursing home (NH). For several years now, thanks to the development of interactive televisions (iTVs), social link functions have been accessible directly on a TV screen, a tool already integrated into the residents’ room. Acceptance of technologies has been widely documented in the literature, specifically targeting older users, or iTVs by incorporating factors from the innovation resistance model.
OBJECTIVE
The main aim of this research was to enrich existing models of innovations acceptance by OAs living in different settings.
METHODS
User tests were carried out to identify the factors involved in the acceptance of an iTV by OAs living at home, in NH, and in RF. A total of 32 OAs were interviewed between November 2022 and June 2023. The acceptance model used for this study is an extended version of the Technology Acceptance Model (e-TAM) including the following factors: intention to use, perceived usefulness, perceived ease of use, user resistance, anxiety, facilitating conditions and user characteristics.
RESULTS
The deductive qualitative analysis based on this extended version of the TAM helped to identify 33 concepts categorized according to the factors of the e-TAM.
CONCLUSIONS
This study has contributed to the literature on the acceptance of iTVs by OAs living at home and in geriatric institutions, in particular by enriching existing models and proposing new avenues for reflection.
... De tal manera que no parece que mayoritariamente el estudiantado adopte estrategias de autoaprendizaje en su día a día en la universidad. Similares resultados obtienen Zhang et al. (2008) cuando relatan 121 estudiantes, de todo el Centro de negocios, contestan a su encuesta sobre autoaprendizaje. ...
... La motivación, tanto intrínseca (Zhang et al., 2008) como extrínseca (Romero-Frías et al., 2020), son importantes para el autoaprendizaje. Considerando al estudiantado interesado en ser el protagonista de su propio aprendizaje, es decir, los que han desarrollado la CAA y han contestado el cuestionario, al analizar sus motivaciones, se encuentra que puntúan más alto en la motivación extrínseca (6,3 como media de una escala de 1 a 7) que en la motivación intrínseca (5,9 de media). ...
La competencia de aprender a aprender (LtL por sus siglas en inglés) es clave para el éxito en la sociedad actual. Un alumno con la competencia LtL es aquel que favorece su autoaprendizaje. El Modelo de Aceptación de Tecnología (TAM por sus siglas en inglés) se utiliza para comprender la decisión de adoptar una nueva tecnología que acompaña a un cambio metodológico. El objetivo es averiguar si los estudiantes universitarios adoptan el autoaprendizaje como estrategia de aprendizaje y si el TAM es válido al considerar la competencia LtL. Los resultados indican que se deben diseñar metodologías para promover LtL entre los estudiantes, que el TAM es válido para el LtL y que el concepto de disfrute es particularmente relevante.
... The students enrolled in the current study stated a significant advantage for the adopted tool: enjoyable learning. Consistently, others reported that using Technology Acceptance Model (TAM) positively affects the students' acceptance and enjoyment of online learning (Bazelais, Doleck, & Lemay, 2018;Liu, Chen, Sun, Wible, & Kuo, 2010;Zhang, Zhao, & Tan, 2008). Perceived enjoyment is known as 'how much the user enjoys using the technology apart from performance consequences.' ...
... Perceived enjoyment (part of satisfaction) affects the students' intentions to study the course online in the future (Maheshwari, 2021). Apart from the perception, enjoyable learning enhances students' intrinsic autonomy and is positively associated with better performance (Zhang et al., 2008). The included activities and the optimum design that enhance student participation play a positive role in learners' enjoyment of online learning (Hung & Jeng, 2013). ...
Despite the recent advancement of virtual education during the last pandemic, mastering clinical competencies remains challenging. The current study endorsed Synchronised Video-assisted Clinical Skill lab Sessions (SVCSLS) as a novel instructional design aiming to improve medical students' clinical competencies during virtual learning. The current study is a mixed-method study that was carried out among 210 medical students at a medical college in Saudi Arabia. It was revealed that students viewed SVCSLSs as an effective and safe tool during times of crisis. Students' performance did not show significant variations in all program phases compared with face-to-face learning. SVCSLSs has many advantages, including enjoyment, continuous access to learning material, Self-Directed Learning, fostering recall and memorisation, and enhancing higher cognitive skills. Students suggested that the sessions' content be updated, that workplace-related videos be added, and that constructive feedback is provided. Students recommended updating the contents of the sessions, enriching them with workplace-based videos, and providing constructive feedback. Though SVCSLSs have been proven to be an effective tool, we recommend using them during a crisis rather than replacing the face-to-face mode of learning in normal circumstances.
... To study the application of technology in education, the Technology Acceptance Model (TAM) is frequently used to analyze the success of platforms like elearning across countries, particularly in higher education [15]- [17]. Most studies have shown that e-learning can be effectively implemented. ...
The growth of startups in the Educational Technology (EdTech) sector in Indonesia has demonstrated rapid progress, aligning with global advancements in this field. The COVID-19 pandemic, coupled with the increasing demand for future-oriented skills, has driven EdTech startups to innovate in learning methods, approaches, and strategies. These innovations aim to create individuals equipped with skills relevant to the demands of the future. This research seeks to explore how technology-based learning processes developed by EdTech startups can be adapted and utilized by users to enhance their skills in facing the challenges of the modern era. The study adopts the Technology Acceptance Model (TAM) framework with the addition of a facilitating condition variable as an external factor to understand the impact of environmental conditions on technology adoption and usage. A quantitative approach was employed, collecting data from active learners using EdTech startup services in Indonesia during the 2018–2024 period. Data analysis was conducted using Structural Equation Modelling (SEM) techniques. The findings reveal that TAM effectively explains the factors influencing the acceptance and use of e-learning on EdTech startup platforms, particularly in supporting learning processes. Additionally, significant relationships were identified between facilitating conditions, perceived ease of use, and perceived usefulness. The study also confirms the interrelations among the main components of TAM, further reinforcing the model's validity in the context of digital learning.
... as computer efficacy (Liaw, 2008;Tarhini, Hone, & Liu, 2016) in addition to behavioural and cultural factors. Such major factors play an important role in how the system is developed and used (Zhang, Zhao, & Tan, 2008; Abu-Shanab, Momani, & Ababneh, 2012). Thus, it becomes imperative to understand the factors that may hinder or enable the acceptance of web-based learning systems by students in order to enhance the quality of learning and teaching activities. ...
The main aim of this paper is to develop an amalgamated conceptual model of technology acceptance that explains how individual, social, cultural and organizational factors affect the students’ acceptance and usage behaviour of the Web-based learning systems. More specifically, the proposed model extends the Technology Acceptance Model (TAM) to include four constructs namely, Quality of work life; Social Norm; Facilitating Conditions and self-efficacy. In addition, Individual differences—namely, age, gender, and experience—are hypothesized to moderate the effects of these constructs on behavioral intention and technology use. A comprehensive understanding of this model will provide valuable insights into the factors that influence the acceptance or resistance of web-based learning system by intended users and offers opportunities for future research in understanding the acceptance of technology. Further, understanding these variables is helpful for instructors to design meaningful educational activities to promote student knowledge construction and make learning more effective and appealing.
... Given that the majority of students' are less tech-savvy than their instructors, the move to an online learning environment has become difficult for both teachers and students. (Zhang, Zhao, & Tan, 2008; Al-Adwan, Al-Adwan, & Smedley, 2013) investigated the usage of the technology acceptance model (TAM) in studying the students' acceptance of e-learning in order to assist the academic community. It shows that a student's attitude toward using technology positively may not necessarily be related to an aspect of equivalent importance. ...
The Technology Acceptance Model (TAM) is becoming more and more popular for understanding the acceptance between the perceived usefulness (PU) of humans and the ease of use of perceived technology (PEOU). This study aims to analyze student acceptance of online learning platforms (OLPs) and determine the appropriate combination they can offer as higher education believes in significant changes in the demand for online learning. Researchers used a quantitative and qualitative approach among 73 information technology students conducted from April to May of the 2021-2022 academic year. The questionnaire used was based on TAM variables and was validated using Cronbach’s alpha with a result of 0.727. Regression analysis was applied to identify which variables influence student interests. The results show that the perceived usefulness and visual appeal of the content are statistically significant at a p-value of 0.048. However, with a p-value of 0.716 achieved, it turns out that the perceived usefulness is not important to the perceived ease of use. Future recommendations should consider evaluating other information literacy acquisition variables, such as recognition of external controls such as computer and information anxiety
... Empirical research on TAM includes both original and extended versions of the model tested in educational contexts (Cheung & Vogel, 2013;Farahat, 2012;Park et al., 2007;Venkatesh & Davis, 2000;Zhang et al., 2008). Additionally, theoretical research, such as reviews and meta-analyses, have summarized empirical findings on specific topics within education, like teachers' adoption of technology, e-learning adoption, and TAM in m-learning environments (Abdullah & Ward, 2016;Al-Emran et al., 2018;. ...
The rapid and continuing acceleration of digital transformation in education, propelled by the COVID-19 pandemic, has underscored the urgent need to examine how teachers adapt to and integrate digital tools in their teaching practices. Anchored in the Technology Acceptance Model (TAM) as its theoretical framework, this study uniquely uses a longitudinal design to trace the evolving patterns of technology acceptance and integration among teachers. Through qualitative methodology, involving three series of interviews with 13 secondary school teachers over two years, we identify their evolving interactions with digital tools. Our analysis reveals a cyclical pattern of technology acceptance and use across time, characterized by initial rapid adaptation to digital tools, subsequent periods of reflection and skill acquisition, and varied levels of sustained integration or reassessment. Based on our findings we propose an adapted, cyclical TAM framework and highlight the critical role of ongoing support, professional development, and infrastructure improvements, arguing for comprehensive support systems and adequate time for educators to progress through different stages of digital tool integration. We conclude that a deep understanding and support of these cycles are essential for empowering teachers to lead the digital transformation in education effectively.
... These devices can support autonomy by allowing individuals to choose how and when to engage in physical activities. Meeting individual needs for autonomy, competence, and relatedness is crucial for predicting the future use of a technology (Zhang et al., 2008). The article by Qi Wang et al. from 2017, titled "Interactive wearable systems for upper body rehabilitation: a systematic review" and cited 10 times, not only evaluates WHD from the perspective of usability but also emphasizes that a prerequisite for therapists and patients using technology-supported rehabilitation systems is the usability of the system, its added value to their habitual rehabilitation plans, and its credibility. ...
... The predominant focus of scholarly investigations has centred on the application of the Technology Acceptance Model (TAM) within an educational context. Saadé and Bahli (2005), Zhang et al., (2008), and Farahat (2012) have all put forth TAM-based models for gauging acceptance levels in the context of online learning. Moreover, various researchers have undertaken the assessment of TAM's applicability within the context of e-learning practice, a term often used interchangeably, including Park, Lee, and Cheong (2008), , Mohammadi (2015), Baby and Kannammal (2020), Girish et al. (2022), and, most recently, Zobeidi et al. (2023). ...
The chapter traces the evolution of the Technology Acceptance Model (TAM) and underscores its consistent efficacy in predicting user acceptance across diverse technologies over more than three decades. Exploring beyond TAM research, alternative approaches aim to enrich our understanding of primary dependent constructs, specifically behavioural intentions and the actual behaviour (i.e. adoption) of technology. The chapter investigates the proliferation of selected TAM-related behavioural intention models and presents several integrated theoretical approaches. Additionally, it provides a chronological account of the era, illustrating interconnected relationships among the most influential theories and models in the field. Building on three dimensions of influence, this work systematically categorizes additional determinants of behavioural intention derived from various TAM extensions (“TAM++”). Notably, these new variables manifest and align with trends in the evolving landscape of emerging technologies, emphasizing TAM as a powerful and extensively validated theory. Its versatility is apparent across a broad spectrum of technological solutions, systems, environments, tools, applications, services and devices, as exemplified by numerous real-world applications explored in the chapter. TAM establishes itself as a simple and practical tool for delineating the determinants of technology adoption, proving effective even when integrated with well-established theories from related disciplines, thus spanning diverse multidisciplinary domains.
... Organisational culture and knowledge-sharing are factors that stimulate firms' innovation capacity, being a critical factor for organisational development (Hogan and Coote, 2014;Gautam and Gautam, 2023) and for the cooperation process. Organisational culture generates social capital, as it creates an environment favouring social interactions between organisations' members and builds constructive communication and trust between them (Zhang et al., 2008). Therefore, understanding the influence of culture in an organisation is an important step towards making assertive decisions in cooperation agreements. ...
Purpose: Cooperative agreements between universities and firms (U-F) have gained prominence. However, the literature on organisational culture and the formation of cooperation agreements is scarce. This study aims to analyse, from the perspective of the managers of small and medium-sized enterprises (SMEs) and those in charge in universities, the perceptions of the influence of organisational culture on this type of U-F cooperation.
Design/methodology/approach: To this end, multiple cases studies were adopted, involving cooperation agreements between a Portuguese and eight SMEs incubated in UBImedical. Semi-structured interviews were used to gather information, aiming to understand the meaning, importance and possible obstacles caused by organisational culture in this U-F cooperation agreement.
Findings: Content analysis of the results obtained leads to the conclusion that cultural compatibility is a crucial factor for successful U-F cooperation. The exchange of knowledge, mutual trust and flexibility between those involved are identified as key determinants to build shared norms that allow a more productive, assertive union.
Practical implications: The study represents an important tool to support SME managers and those in charge of universities, as the evidence obtained can help them to define policies and actions with regard to the U-F cooperation process. More precisely, these SME and university managers could give more attention to culture in future cooperation agreements.
Originality/value: This study advances understanding of the role of organisational culture in a cooperation agreement, since this was a gap identified in the literature on the topic. It also contributes to the existing body of work on U-F cooperation, demonstrating that organisational culture is considered important by partners in these agreements and should be adjusted towards compatible alignment of each party’s expectations.
... Thus, it appears that the data has no issues of convergent validity and reliability. [39] ; Mohammadi [104] ; Venkatesh et al. [ [10] ; Lwoga [12] ; Yakubu et al. [ [142] ; Al-Busaidi [143] ; Sharma et al. [55] ; Schillewaert et al. [ [145] ; Kim and Niehm [146] ;Tarhini et al. [ [39] ; Ajzen [41] ; Cheon et al. [ [45] ; Lwoga [12] ; Sharma et al. [55] ; Yakubu et al. [23] SYSQ2 Discriminant validity comprises Fornell-Larcker, HTMT, and cross-loading. There is evidence of alignment of the Fornell-Larker condition with the AVEs and their square roots. ...
The influence of COVID-19 on educational processes has halted physical forms of teaching and learning and initiated online and mobile learning systems in most countries. The provision and usage of online and e-learning systems are becoming the main challenge for many universities during the COVID-19 pandemic. Due to the novelty of this situation, a substantial amount of research has been carried out to investigate the issue of m-learning adoption or acceptance. Nevertheless, little is known about studying to examine the continued use of m-learning, which is still in short supply and calls for further research. Five different theoretical models are integrated into this study to develop an integrated model that overcomes this limitation, including the technology acceptance model, the theory of planned behavior, the expectation-confirmation model, the Delone and McLean Information System Success Model, and the Unified Theory of Acceptance and Utilization of Technology 2. This conceptual framework shows novel relationships between variables by integrating trust, personal innovation, learning value, instructor quality, and course quality. Unlike extant literature, this study utilized a hybrid analysis methodology combining two-stage analysis using partial least squares structural equation modeling (PLS-SEM) and evolving artificial intelligence named deep learning (Artificial Neural Network [ANN]) on 250 usable responses. The sensitivity analysis results revealed that attitude has the most considerable effect on the continued use of m-learning, with 100% normalized importance, followed by perceived usefulness (88%), satisfaction (77%), and habit (61%). This research reveals that a "deep ANN architecture" may determine the non-linear relationships between variables in the theoretical model. Further theoretical and practical implications are also discussed.
... These two factors influence the behavior, intention, and decision of users in using technology and the continuity in using that technology [28]. When users feel that an action will benefit them, they will repeat that particular action, which eventually will form the users' habit [29], [30]. Teachers think the utility factor will positively influence the will to act, especially when this utility factor increases efficiency and provide meaning for the learners [31]. ...
This paper proposes a framework for participation determinants in lifelong learning through the Independent Learning Policy and Independent Campus or Merdeka Belajar Kampus Merdeka/ Independent Learning Independent Campus (MBKM). The framework is based on the technology acceptance model (TAM), self-determination theory (SDT), theory of planned behavior (TPB), and institutional theory. This study contributes to the literature by identifying specific factors and indicators to improve along with their impacts on the participation when the organizers of such initiatives wish to increase participation. Indonesia is the biggest country in South-East Asia with a large economy and influence in the world. Conditions, progress, and setbacks in Indonesia will influence other countries. Many job applicants do not meet the requirements for the job they applied for. Therefore, the Indonesian Ministry of Education initiated the MBKM programs to develop human quality, especially the university students to enhance their skills to meet the job requirements. The 740 respondents completed the online survey with 150 questions to represent reflective indicators. The results were analyzed with the partially least square-structural equation model (PLS-SEM) method and found the influential factors driving participation in MBKM are social influence, supporting factors, government decisions, utility, and recognition. further analysis indicated that convenience and financial incentive factors do not affect participation.
... "Improving Student Motivation through the Use of the Multiple Intelligences" (Cluck & Hess, 2003) multiple intelligences as a means of improving student motivation in the classroom. "Extending TAM for online learning systems: An intrinsic motivation perspective" (Zhang, Zhao, & Tan, 2008) -This study extended the Technology Acceptance Model (TAM) to include intrinsic motivation in the context of online learning systems. Haerazi, Prayati, and Vikasari (2019) Contextual Teaching and Learning (CTL) approach could improve students' reading comprehension and motivation. ...
This study aims to examine the mediating factors of learning environment, technology, good behaviour, and effective communication, sports, media, problem-based case study, and psychological influence on student motivation and behaviour. The study employs secondary data based on peer-reviewed articles, conference papers, and books collected from a variety of sources such as Scopus, WoS, J-Store, EBSCO, ProQuest, etc. between 1982 and 2022. The 103 articles have been selected based on the keywords which related to study. The results evidenced that the mediating factors have a significant positive impact on student motivation and behaviour. This study contributes to the existing literature by providing a comprehensive understanding of the relationship between the mediating factors and student motivation and behaviour. The findings of this study have implications for educational institutions, policy makers, and educators in creating effective learning environments that can enhance student motivation and behaviour.
... However, others proposed expanding TAM to capture online learning-specific student behaviors better. For example, Zhang et al. (2008) showed that enjoyment is a dominant variable that positively influences students' behavioral intention to adopt a web-based learning system while demonstrating the original TAM model works in their study. They defined enjoyment as "the extent to which the activity of using the web-based learning systems is perceived to be enjoyable in its own right, apart from any performance consequences that may be anticipated" (Zhang et al., 2008, p. 313). ...
This paper presents our efforts to develop a scale for measuring students’ learning experiences with knowledge-based chatbots in massive open online courses (MOOCs) through three studies. In Study 1, we conducted a qualitative synthesis of the current literature and analyzed students’ open-ended responses regarding their experiences with a knowledge-based chatbot. Consequently, we identified eight salient domains (i.e., social presence, teaching presence, cognitive presence, self-regulation, co-regulation, perceived ease of use, behavioral intention, and enjoyment), resulting in the creation of 53 items. In Study 2, we selected 30 items that received more than 80% agreement from five experts. Finally, in Study 3, we reported the findings of exploratory and confirmatory factor analyses of the final scale based on student responses (N = 237) and presented 22 items across five domains (i.e., social presence, teaching and cognitive presence, self-regulation, perceived ease of use, and behavioral intention). This research contributes to the current literature by providing an instrument to measure students’ learning experiences with knowledge-based chatbots in MOOCs, which is presently unavailable. The scale developed in this study could be employed for further research aiming to systematically develop knowledge-based chatbots and investigate the relationships between salient factors influencing students’ learning experiences in MOOCs.
... Besides, HM is a significant factor in consumers' acceptance and use of a technology [71][72][73]. Regarding online learning, HM [74][75][76] and perceived enjoyment [77,78] have been found to be significant predictors of the attitude towards and use of a technology. Additionally, hedonic motivation [79] and perceived enjoyment [80,81] are significant predictors of online class intention and student participation during COVID-19. ...
... However, others proposed expanding TAM to capture online learning-specific student behaviors better. For example, Zhang et al. (2008) showed that enjoyment is a dominant variable that positively influences students' behavioral intention to adopt a web-based learning system while demonstrating the original TAM model works in their study. They defined enjoyment as "the extent to which the activity of using the web-based learning systems is perceived to be enjoyable in its own right, apart from any performance consequences that may be anticipated" (Zhang et al., 2008, p. 313). ...
Teachers interested in implementing problem-based learning (PBL) in classrooms encounter many challenges. Research suggests learning analytics (LA) can provide insights into students’ problem-solving process and offer teachers valuable information about when to provide necessary scaffolding. Yet, LA research in K-12 is lacking. There is also a need to explore how K-12 students’ self-efficacy may impact their problem-solving performance and learning behaviors. This study examined 418 middle school students’ self-efficacy, their learning performance and behavioral patterns after using a multimedia-enriched PBL program, and explore the relationships among these factors. Using a mixed-methods design, this study showed students’ different levels of self-efficacy were correlated with their success rates in solving problems. Students with higher self-efficacy used more appropriate tools at the appropriate times than students with lower self-efficacy. Students’ different levels of content knowledge also play a role in how students determine when and what tools to use to facilitate their problem-solving.
... Given that the majority of students' are less tech-savvy than their instructors, the move to an online learning environment has become difficult for both teachers and students. (Zhang, Zhao, & Tan, 2008; Al-Adwan, Al-Adwan, & Smedley, 2013) investigated the usage of the technology acceptance model (TAM) in studying the students' acceptance of e-learning in order to assist the academic community. It shows that a student's attitude toward using technology positively may not necessarily be related to an aspect of equivalent importance. ...
... A grade achieved after completing an exam or assignment is another signal. Ryan & Edward 28 , Zhang et al., 29 define grade as a positive nonmonetary reward that influences behavior intention to accept the framework. ...
Education plays an important part in the development of a country and it should not be interrupted or suspended for any cause. In the case of Covid-19, all face-to-face meetings have been halted in order to prevent the virus spreading. They are halted because the virus can be passed from one person to another via a droplet produced by a human when communicating with others.
To deal with this situation, a lot of innovation has been generated. One of the solutions that has been used is online learning to avoid face to face offline meeting. However, there are several issues that arise when using it to overcome this problem such as communication and pedagogical problem, motivation issue, media issue, engagement issue and others technical issue. The prior study was developing a new learning framework (OLF). One of the most essential roles in the framework is the student's willingness to embrace or satisfaction to use and comply with their roles as suggested in the framework.
To gauge students’ participation in the framework, Extended TAM will be used. This model is a TAM model which has been extended by three new independent variables to measure the student's acceptance of the new learning framework. To make it easier to measure the influence of these variables, twelve indicators are used which are adopted from several theories such as behavioral theory, learning behavior, motivation1, and incentive theory.
There are two research question will be answered in this study namely (1) To what extend do the students’ intension to do their role for using OLF specially to use multimedia-based learning contents with hidden assignment in it? And (2) What is the relationship among students’ intension to do their role for using OLF, and the variables in the model that comprising incentive, curiosity, perceive of enjoyment, perceive of usefulness, perceive of ease of use, behavior intention and actual use?
This research applied a quantitative technique. The information will be gathered through lectures in various parts of Indonesia. To gain an understanding of the data and conduct a thorough analysis, it will be processed using structural equation modeling (PLS-SEM), a statistical model that is frequently used due to its speed, efficiency, and effectiveness.
The expected outcome is to answer the research questions, validate the findings, and provide a recommendation for a better model to deal with the problems
... Literature on motivation has been widely discussed, especially intrinsic motivation to give empirical reasons related to employee creativity. The motivation that employees have in formulating each behavior is shown (Zhang et al., 2008). As a result, if employees do not work, employees will not feel the urge to do something (Bastari et al., 2020;Su et al., 2022). ...
p>This study aims to analyze the effect of transformational leadership, entrepreneurial leadership, and intrinsic motivation on employee creativity and to investigate the role of intrinsic motivation as a mediation. This research was conducted in the export craft industry, with a quantitative approach. Collecting data using a questionnaire distributed to 114 employees, then the data is evaluated with SmartPLS 3.2.9. The results of the analysis show that transformational leadership is related to intrinsic motivation and employee creativity. While entrepreneurial leadership is related to creativity but not related to intrinsic motivation. Intrinsic motivation has been shown to mediate transformational leadership and not to mediate entrepreneurial leadership. These results can practically provide leaders with paying attention to intrinsic motivation to increase employee creativity.</p
... 13,18,[24][25][26][27][28] In addition, the influence of behavioural intension to use on attitude towards usage has been widely studied within web-based learning context. 12,18,20,22,[29][30][31][32] Furthermore, behavioural intension to use have a positive significant influence on attitude towards usage of a technology in theory of planned behaviour (TPB), TAM and decomposed theory of planned behaviour (DTPB) model. According to Taylor and Todd (1995b), previous experience of an individual in using a technology will increase his or her motivation and thereby increasing attitude towards usage. ...
Introduction: Ghana’s multi-sectoral approach towards the management of HIV and AIDS has resulted in many community-level activities and programs aimed at stopping HIV infections and reducing the impact of HIV and AIDS. This study seeks to investigate whether Monitoring & Evaluation (M&E) officers in Ghana will be willing to join in an electronic learning platform which is web-based as a means of building M&E capacity. Methods: 123 out of 130 participants were involved in the study. Continuous and categorical variables were analysed using means and proportions. Structural equation Modelling technique was used to determine the factors associated with acceptability/intention to use. Results: The results showed that Attitude toward usage had a positive significant influence on acceptability/intention to use (AITU). In addition, experience with online learning and Internet discussion also had a positive influence on perceived usefulness and perceived ease of use respectively. The overall model shows 71% of variation of M&E officers’ attitude toward usage on acceptability/intention to use online M&E platform as observed by the covariates in the model. Conclusions: Attitude toward usage was observed to be the strongest determinant of the AITU online HIV/AIDS M&E platform for monitoring and evaluation activities.
... Taking the extended TAM model [73][74][75][76][77] as a starting point, the proposed relationships between users' beliefs regarding the E-learning system and their subsequent acceptance and use of the system are explained hereunder. It is generally admitted that EUS directly affects the learner's attitude toward the use of the E-learning system [78][79][80][81]; in the same vein, it is admitted that PEU directly affects the attitude toward a user's use of the E-learning system [78,80,81]. ...
E-learning was crucial during the global lockdown. In this way, this article aims to propose and validate a holistic framework in which all the E-learning services are needed to ensure their effective implementation and use. To this end, an original 3S-T model, to measure E-learning success based on self-student assessment, was developed. This innovative model, which reinforces the existing theoretical framework of models, identifies a wide array of success predictors and relates them to various measures that help to reach success, including learning and academic achievements. The validation of the 3S-T model was carried out using the partial least squares structural regression equations modeling technique (PLS-SEM). In this analysis, four major constructors were identified as determinants of E-learning service performance, namely, the surrounding conditions, system characteristics, tutor’s development and student’s own performance. Although each of them is composed of several subcategories, finally, 15 indicators that estimate the fulfillment of these factors were defined and evaluated. The present study is strongly connected to the fourth goal of the Agenda established by the United Nations, which seeks Quality Education to ensure the sustainable development of countries.
... Perceived usefulness can be explained on how consumers find the potential technology is beneficial to perform a particular task, while perceived ease of use is explained how the consumers believe that the technology is easy enough to acquire the knowledge during the use of target technology (Kwon & Wen, 2010). Hence, the consumers intentionally use the new technology or SNSs should the consumers find them to be useful in performing the task and easy to learn and get familiar with the new technology and SNSs (Zhang, Zhao, & Tan, 2008). Likewise, this research hypothesizes that the intention of consumers to use Facebook Live will be affected by PU and PEOU. ...
According to the variety of availability of social network sites (SNSs), it is a challenge for marketer to select appropriate SNSs for marketing communication purpose. According to the Technology Acceptance Model (TAM), it allows marketers to investigate the degree of technology acceptance prior to incorporating it as a part of marketing communication strategy. As Facebook Live is a new feature, this study aims to investigate the effect of perceived usefulness and perceived ease of use on attitude, as well as behavioral intention to use Facebook Live. Also, this study proposes that there is a mediating effect of attitude on the relationship of perceived usefulness and perceived ease of use towards behavioral intention. The research was conducted on the 373 Facebook Live users in Bangkok. Regression was employed to test the effects of all proposed hypotheses. Whilst the results found that there are significant effect of perceived usefulness and perceived ease of use on attitude and behavioral intention to use Facebook Live, only partial mediation effect of attitude was found.
... Additionally, this study also predicts that a user-friendly LMS will have a positive impact on blended learning among students, especially during the Covid-19 pandemic. This statement is also supported by previous researchers related to the use of virtual technology and teaching (Muhaimin et al., 2019;Ramirez-Correa, Arenas-Gaitan & Rondan-Cataluna, 2015;Zhang, Zhao, & Tan, 2008). Therefore, the use of LMS can facilitate the implementation of blended teaching and learning, especially during the Covid-19 pandemic, which is an initiative that cannot be disputed anymore. ...
... Other researchers have added new constructs to TAM (Warkentin et al., 2002) to ITSE investigate the adoption of e-government by citizens across different countries by taking trust, perceived risk, culture and perceived behavior control. TAM has been applied to e-learning by many researchers, and PEOU and PU have been linked to user intentions (Zhang et al., 2008;Liu et al., 2009). The greater the learners' PEOU and PU, the higher their chances of being satisfied and having a positive attitude toward e-learning and allowing them to use it (Arbaugh, 2000;Arbaugh and Duray, 2002). ...
Purpose
This study aims to look at the integration of gamification in an e-learning model based on the technology acceptance model. The data was collected from respondents residing in India and elements of gamification (achievement, immersion and social) and personal characteristics of learners (self-efficacy, computer anxiety and enjoyment) and their impact on perceived ease of use (PEOU) and perceived usefulness (PU) were tested.
Design/methodology/approach
The data were collected from students and professionals who have ever played games during learning while using an e-learning module. Structural equation modeling using smart partial least square was used to create a model.
Findings
The findings showed that enjoyment affected both PEOU and PU and attitude toward e-learning. Achievement and social elements impacted attitude and the immersion element moderated the relation between enjoyment and PEOU and PU. These finally impact attitude and satisfaction, leading to higher intention to use e-learning platforms.
Research limitations/implications
Because this study is very specific to the Indian context, a broad generalization requires further exploration in other cultural contexts. The absence of this exploration is one of the limitations of this study.
Originality/value
This study tested the GAMEFULQUEST suggested by Högberg et al. (2019) based on self-determination theory and its impact on the overall e-learning experience. The moderation of immersion has come out to be significant and achievement and social elements impacted attitude.
The article analyses the determinants of the adoption of e-learning in higher education in the aftermath of the COVID-19 pandemic. In the article I will show the peculiarities of the educational market in Poland, which are due to the geographical location of Poland, its membership in the EU, and its proximity to the countries of the former USSR and the related phenomena. In the analysis, I used the Technology Acceptance Model and adapted it to the specifics of the Polish education system. The survey was conducted in 2023 on a sample of more than 1000 students at one of the private universities located in Poland's capital. I analyzed the relationships between the latent variables (perceived usefulness, ease of use, attitudes toward technology and behavioral intention, and current use of remote learning) and external variables (age, labor activity, mode of study, and nationality). The strongest relationship emerged between the perceived ease of use of remote learning and the perceived usefulness of remote learning. The strength of the relationship between demographic variables and the perceived usefulness of remote learning is negligible.
Purpose
The purpose of this study is to explore the influence of key factors of unified theory of acceptance and use of technology model 2 (UTAUT2) on the behavioral intention (BI) to accept and use of e-government services in Tunisia.
Design/methodology/approach
The research was conducted out with a sample of 203 participants. Confirmatory factor analysis was employed to evaluate the validity of the model, and Structural equation modeling was utilized to test the research hypotheses.
Findings
The results indicated that performance expectancy was the most significant predictor of the intention to accept and use e-government services. Facilitating conditions, social influence, effort expectancy and habit had a positive influence on BI to accept and use of e-government services. However, hedonic motivation and price value do not have a significant effect on BI to accept and use of e-government services. It was also found that BI to use e-government services had a significant influence on the actual use of e-government sites.
Practical implications
The proposed model can be used as a guideline for e-government strategy formulation and implementation for the Tunisian Government.
Originality/value
This paper is among the first to investigate e-government services adoption in Tunisia using the UTAUT2 model.
Penelitian ini menganalisis efektifitas minat berinvestasi dalam sukuk tabungan dari segi perspektif konoyif sosial. tujuan dari penelitian ini untuk menguji dan menganalisis ekfektifitas minat berinvestasi dalam sukuk tabungan dari perspektif kognitif sosial. Sukuk tabungan merupakan instrument keungan yang semakin popular di kalangan masyarakat Indonesia. Perspektif kognitif adalah pendekatan yang mempertimbangkan factor-faktor psikolog, sosial, dan kognitif yang mempengaruhi minat individu dalam berinvestasi. Studi penelitian ini menggunakan metode penelitian kuantitatif dengan mengumpulkan data dari responden yang telah berinvestasi dalam sukuk tabungan. Data dikumpulkan melalui kuesioner yang didesain untuk mengatur tingkat minat berinvestasi, pengetahuan tentang sukuk tabungan dan faktor-faktor sosial yang mempengaruhi minat berinvestasi. Hasil penelitian ini menunjukkan bahwa minat berinvestasi dalam sukuk tabungan efektif dari segi perspektif kognitif sosial. Tingkap pengetahuan tentang suku tabungan, persepsi risiko, dan pengaruh lingkungan sosial memiliki peran penting dalam pengambilan keputusan investasi. Selain itu, adanya literatur, seminar, dan sosialisasi yang menjangkau masyarakat juga dapat meningkatkan minat berinvestasi dalam sukuk tabungan. Penelitian ini memiliki implikasi penting untuk pemerintah, Lembaga keuangan, dan masyarakat dalam mempromosikan investasi dalam sukuk tabungan. Peningkatan literasi dan edukasi keunagn meupakan Langkah yang dapat diambil untuk meningkatkan minat berinestasi dalam sukuk tabungan
Purpose
This study aims to examine the factors influencing university students' adoption of open-source software (OSS) within the context of open educational practices (OEP) by applying an extended Unified Theory of Acceptance and Use of Technology (UTAUT 2) model.
Design/methodology/approach
The research employs a quantitative approach, gathering data from 156 students at Hong Kong Metropolitan University through an online survey. The survey was designed to test nine hypotheses derived from the UTAUT 2 model, incorporating additional constructs relevant to OSS. Structural equation modelling (SEM) was used to analyse the data and test the relationships between constructs.
Findings
The results indicate that Performance Expectancy (PE), Effort Expectancy (EE), Price Value (PV), Self-Efficacy (SE) and Value Alignment (VA) significantly influence students' Behavioral Intention (BI) to adopt OSS. Conversely, Social Influence (SI), Facilitating Conditions (FC), Hedonic Motivation (HM) and Habit (HT) were not significant predictors. The findings suggest that while UTAUT 2 provides a useful framework for understanding OSS adoption, it requires adaptation to fully capture the unique characteristics of OSS in educational settings.
Originality/value
This study contributes to the literature by extending the UTAUT 2 model to the context of OSS adoption in higher education, highlighting the importance of economic factors and user alignment with OSS values. The results offer practical insights for higher education institutions aiming to promote OSS, emphasizing the need for support structures, training, and the promotion of OSS’s economic and collaborative benefits.
There is a growing prevalence of AI tools in the arena of higher education. The willingness and intentions of higher educators play a significant role in successfully incorporating these tools. This investigation extends the Technology Acceptance Model (TAM) to explore the multifaceted interplay among determinants shaping higher educators' intentions for employing AI tools in their professional and pedagogical domains. The data was gathered from 400 respondents, comprising educators holding positions ranging from assistant professors to professors within Indian HEIs. The investigation validated the TAM model's applicability using covariance-based systematic equation modeling (CB-SEM) and supported nine of the fifteen proposed hypotheses. Further, the investigation underscores the significance of fostering higher educators' competency and confidence in AI tools through focused training and support services. Additionally, it highlights the role of their inherent openness to be proficient in such novel technological advancements. This investigation advances the prevailing AI-strengthened pedagogical sphere of education.
The COVID-19 pandemic precipitated a shift to online learning in many institutions-as a standard practice. Factors influencing its efficacy affect student behavior and future intentions. A cross-sectional study in Vietnam over 2 years assessed changes in student attitudes towards online learning from 2020 to 2021. Data gathered through online surveys, included 161 participants in 2020 and 395 in 2021 (total of 556 students), and were analysed using structural equation modeling. Results indicate perceived enjoyment (PE) as the primary factor influencing online learning intentions, with perceived usefulness (PU) gaining significance from 2020 to 2021. This shift suggests a transition in student mindsets towards online learning. Hence, institutions should adapt courses to optimize both enjoyment and utility, embracing technological evolution.
Many standard models utilized to measure and understand students' and academics' perspectives on technology adoption such as the technology acceptance model (TAM) and Technology Organization Environment (TOE). Reviewing the relevant literature found many studies that investigate factors influenced (academics and students' acceptance of e-learning adoption. In this paper, a systematic review of the published studies on TAM and TOE was performed in regard to e-learning adoption in the Higher Education sector; to identify the factors that influence the students' and academics' perspectives on e-learning adoption. The main objectives to performed this systematic literature review are to be necessary for researchers by affording practical determinants to them extracting from the literature that definitely influences the (students and academics) as e-learning users, to identify the shortcomings of adopting e-learning in higher educational institutions, to identify the core elements, factors that influencing e-learning adoption and to justify whether existing models are sufficient to measure user acceptance of the adoption of new technologies. In line with that, this paper assists to confirm the needs of the literature. In conclusion, most of the selected articles in this paper have confirmed the TAM model has extended and this indicates that the TAM model is not comprehensive version hundred percent for use in e-learning. While the TOE framework is adopted and rarely extended which means it close to being a comprehensive framework and recommended.
A lot of models and frameworks were suggested to conceptualize and operationalize the e-learning success, and enhance the e-learning and learner performance. Most of these model tries to find out the optimal match among the e-learning components in order to enhance e-learning and learner performance. This chapter explores the e-learning system, its components, e-learning success requirements, opportunities , and challenges that may enable or inhibit e-learning success. As a result, the best fit among the e-learning system components (instructor, learner, course, ICT) is to choose the best mix of the components' characteristics, as well as taking into consideration the contextual factors (individual, institutional, and environmental) that have a direct impact on the e-learning system components and hence impacts the learner performance. On the other side, institutions must take into consideration the e-learning developments, which take two main directions, mainly; technological, and mechanisms developments. As well as the e-learning challenges which can be classified into technological, individual, institutional, environmental, and educational challenges. To cope with these developments and challenges, an adaptation plan must be formulated at the national level. Where achieving the adaptation plan requires analyzing the global tendencies, the successful applications in the field, and the current local situation.
Bir teknoloji devi Facebook’un adını META olarak değiştirmesiyle
birlikte küresel çapta Metaverse evrenlerine olan rağbet giderek
artmıştır. Metaverse’ün ne olduğu halen tam anlamıyla kamuoyunda
anlaşılmasa da konu hakkında Ekşi Sözlük’te birçok başlık açılmıştır.
En çok görüş bildirilen başlığın seçildiği (Metaverse) bu araştırmada,
sözlük kullanıcılarının Metaverse’e ilişkin düşünceleri Teknoloji Kabul
Modeliyle (TKM) incelenmiştir. Davis (1985) tarafından ortaya konulan
model, en temelde var olan teknolojik araca yönelik duyulan psikolojik
tutum ve davranışsal durumu ortaya koymada kullanılmaktadır. Sözlük
Kullanıcılarının TKM’ye göre Metaverse konumlandırmasının nasıl
olduğunu ortaya koymayı amaçlayan bu çalışmada doküman ve içerik
analizi yöntemleri kullanılmıştır. 1173 yorumun alındığı araştırmada
ilgili görüşler Maxqda programıyla toplanmış ve yine aynı program
üzerinden analizleri gerçekleştirilmiştir. Yapılan analizler doğrultusunda
kullanıcılar genel anlamda Metaverse’ü bir finans/yatırım aracı olarak
konumlandırmışlardır. Metaverse’e ilişkin ortaya konulan algılanan
faydada bu evrenlerin gündelik hayatımızı kolaylaştıracağına dair
fikir öne çıkarken, algılanan risk noktasında ise bağımlılık değişkeni
önemli bir tehdit olarak kabul edilmiştir. Kullanıcılar Metaverse’ü
birkaç referans kaynaktan hareketle tanımlamışlardır. Bu referanslar
Facebook, Mark Zuckerberg, Second Life, Matrix ve Black Mirror gibi
sosyal ağ, kişi ve film veya diziler olmuştur. Öte yandan sözlük yazarları
Metaverse’e yönelik olumsuz fikirlerinde; bu ağın yetersiz ve gelecekte
çok fazla rağbet görmeyeceğine ilişkin görüşler ortaya koymuştur.
Araştırmada sadece bir platformdan hareketle Metaverse teknolojisinin
kabulü ve konumlandırmasına ilişkin bir ön veri sunulmuştur. Pek çok
meta evrenin bulunduğu bu sistemde gelecekte yeni dinamiklerin olacağı
olasıdır. Bu nedenle gelecekte bu evrenlerin TKM’ne göre yeniden ele
alınması çalışmada ortaya konulan boyutların sürekliliği açısından önem
arz etmektedir.
With the technology giant Facebook changing its name to META, the
global demand for Metaverse universes has increased. Although the
meaning of the Metaverse is still not fully understood by the public, many
topics have been opened on the subject in Ekşi Sözlük. In this study, in
which the most commented title was chosen (Metaverse), the Ekşi Sözlük
users’ thoughts on Metaverse were examined with the Technology
Acceptance Model (TKM). The model put forward by Davis (1985) is
used to reveal the psychological attitude and behavioural state towards
the technological tool. Document and content analysis methods were
used in this study, which aims to reveal how the Metaverse positioning of
Ekşi users is according to TAM. In the research, in which 1173 comments
were received, the relevant opinions were collected with the Maxqda
program and their analyzes were carried out through the same program.
In line with the analyzes made, users generally positioned Metaverse
as a financial/investment tool. While the idea that these universes will
make our daily life easier in the perceived usefulness of the Metaverse,
the addiction variable was accepted as an important threat at the point of
perceived risk. Users have defined Metaverse based on several reference
sources. These references have been to social networks, people, movies,
or series such as Facebook, Mark Zuckerberg, Second Life, The Matrix,
and Black Mirror. On the other hand, in their negative opinions towards
Metaverse, they have expressed opinions that this network is insufficient
and will not be very popular in the future. In the research, preliminary
data on the acceptance and positioning of Metaverse technology is
presented, starting from only one platform. There may be new dynamics
in the future in this system where there are many meta universes. For
this reason, reconsidering these universes according to TAM in the
future is important in terms of the continuity of the dimensions revealed
in the study
With the rapid change in the workplace due to 4IR technological advancements, literature outlines that the accountancy curriculum is not keeping up with this change. This remains an ongoing debate by academics, employers and SAICA. In order to ensure that well-rounded prospective accountancy professionals enter the workplace with the expected and required basic ICT competencies, the resounding cry from employers and SAICA is that the accountancy curriculum needs to adapt to take into consideration the changing ICT competencies.
This study concludes that this could be achieved through the integration of specific ICT competencies into the core accountancy modules: Financial Accounting, Audit; Financial Management, Management Accounting and Taxation, linked to the learning outcomes already developed in the curriculum. This is achieved through the development of an integrated communications and technology competency framework (ICTM) for prospective accountancy professionals. The development of the ICTM took place in four steps.
Step 1 was the preparation of the development of the ICTM. This resulted in the development of the research problem and the subsequent objective to answer that question. This entailed the identification of the existing ICT competency gap between what is included in the accountancy curriculum and what is expected from employers and required by SAICA and what specific ICT competencies should be included in the accountancy curriculum. Step 2 entails the collection of information. This took the form of an exploratory mixed research method, including both qualitative and quantitative research. The collection of qualitative data was performed in an unstructured manner. Relevant literature, pertaining to ICT and ICT in the accountancy curricula, the current South African conditions that will affect prospective accountancy graduates (poverty), exposure to ICT at school and university level was selected. Also selected and investigated was, employer ICT competency expectations, educational and needs theories that had an impact on this study (Bloom’s taxonomy, Maslow’s hierarchy of needs and the technology acceptance module (TAM)), and SAICA ICT requirements. These theories propose that knowledge should be linked to learning outcomes and assessed in a scaffolding approach. The starting point being basic, moving to intermediate and ending with advanced knowledge. Applying this to the development of the ICTM, basic ICT competencies are integrated in the first year of study, with intermediate ICT competencies in the second year of study and finally expert ICT competencies in the final year of study. Since the availability of ICT does not necessarily lead to the acceptance of ICT, TAM was also considered to establish and consider the different factors to take into consideration in the development of the ICTM for the successful integration of ICT in the accountancy curriculum by prospective accountancy professionals and lecturers.
SAICA outlines in their competency framework (CF) the specific technical and other competencies prospective accountancy professionals should possess when they enter the accountancy workplace. The latest proposed CF takes into consideration the 4IR ICT competencies necessary in the accountancy environment. Even with the latest published CF and the proposed CF, the specific ICT competencies to be mastered by prospective accountancy professionals are not outlined in detail. This study will thus assist educators in the preparation of their modules in such a manner to adhere to SAICA’s ICT competency requirements but with more guidance on the specific competencies to be included in the accountancy curriculum.
This study focusses on those ICT competencies included in the CF and required by employers. As a result, the inclusion of MS Word, MS Excel, and MS PowerPoint were researched in detail to establish and outline the basic, intermediate and expert competencies that were included in the ICTM. This is in line with the scaffolding approach as outlined by RBT and linked to Maslow’s hierarchy of needs adapted to the accountancy education levels. Subsequently, a detailed outline of the specific competencies included under the three competency levels is provided. These specific competencies are linked to the learning outcomes of the four core accountancy levels of the two universities, one traditional and one comprehensive university, who partook in the answering of the self-developed questionnaire. The learning outcomes of the two universities were matched to further streamline the ICT competencies to be integrated into the accountancy curriculum.
The data collected through literature were analysed and summarised in corresponding themes. These themes were instrumental in the development of the quantitative data collection tool, a self-developed questionnaire. Several guidelines were followed in the appropriate development of the questionnaire.
The structured qualitative data were obtained from the analysis and interpretation of responses collected from a self-developed questionnaire. The quantitative data collection followed a non-probability sampling method. The questionnaire was sent to the students and lecturers of two SAICA-accredited universities, one traditional and one conventional university. The responses were downloaded in MS Excel and coded accordingly. The qualitative statistical data analysis was performed through the identification and analysis of frequencies and correlations between different questions. The qualitative statistical data were performed in a structured method through the use of SPSS. Cronbach’s alpha coefficient, Pearson’s correlation, and crosstabs were performed to determine the reliability of questions, identify correlations between different variables, and to identify elements with a significant association with one another.
Step 3 of the ICTM development is where the framework was developed. This took into consideration the specific elements as identified through literature and the outcomes of the qualitative and quantitative statistical data analysis. The conclusion is drawn from all of these elements, and as applied in the ICTM is that ICT competencies should be integrated from the first year of study at a basic competency level and only for accounting, as it is the only core module presented in the first year. At a second-year level, intermediate competencies can be integrated for all four core modules and similarly at an expert level for the third and final year of study. The honours year level was identified as a year of study where no additional ICT competencies should be included in the accountancy curriculum, but rather just the implementation of those competencies acquired from the first year to the third and final year of study. The integration of the specific ICT competencies is suggested by means of assignments to the core modules. Also, the integration of ICT should be limited to between 7 to 10 hours per module per semester. This benchmark was considered appropriate for the ICTM since the findings from the self-developed questionnaire outlined that students spend on average between 7 to 10 hours on assignments within a semester.
Step 4, and the final step in the development of the ICTM, were the development of ICT module-specific assignment questions. In doing so, TAM 2 was also considered to determine the acceptance of the ICTM by students and lecturers within the accountancy curriculum.
In conclusion, this study addressed the research question through the implementation of the theoretical and empirical objectives. A contribution to the accountancy field is made to identify the specific ICT competencies of MS Word, MS Excel and MS PowerPoint that can be integrated at the different year levels within the accountancy curriculum without adding to the workload. Also, due to the limited research on this topic, this research added to the scholarly outputs.
This study aims to understand the students' attitude towards e-learning under the forced environment of the COVID-19 pandemic. This study gives a fresh insight into e-learning, considering the lack of comprehensive research on the influencing variables that impact the user acceptance of e-learning by learners in the Indian Universities during COVID-19 pandemic. The rational model has been constituted based on the Technological Acceptance Model (TAM) and Self-Determination Theory (SDT) to study the effective influence of Autonomy, Relatedness & Competency on the construct of TAM. The result showed significant relations of the self-determination variables with perceived ease of use & perceived usefulness, which further helps us establish a relationship between intrinsic & extrinsic factors of SDT framework with attitude and satisfaction level of Indian University students towards e-learning. This study will assist in bridging the gap between the understanding of organizations and actual factors impacting students' learning process during the pandemic of COVID-19. Model (TAM) Imprint Anindita Nandi, Smita Mehendale. E-learning in formal education under forced conditions using SDT and TAM.
This study aims to understand the students’ attitude towards e-learning under the forced environment of the COVID-19 pandemic. This study gives a fresh insight into e-learning, considering the lack of comprehensive research on the influencing variables that impact the user acceptance of e-learning by learners in the Indian Universities during COVID-19 pandemic. The rational model has been constituted based on the Technological Acceptance Model (TAM) and Self-Determination Theory (SDT) to study the effective influence of Autonomy, Relatedness & Competency on the construct of TAM. The result showed significant relations of the self-determination variables with perceived ease of use & perceived usefulness, which further helps us establish a relationship between intrinsic & extrinsic factors of SDT framework with attitude and satisfaction level of Indian University students towards e-learning. This study will assist in bridging the gap between the understanding of organizations and actual factors impacting students’ learning process during the pandemic of COVID-19.
A study developed and validated new scales for perceived usefulness and perceived ease of use, which were hypothesized to be fundamental determinants of user acceptance. The definitions of the 2 variables were used to develop scale items that were pretested for content validity. The items were then tested for reliability and construct validity in 2 studies involving a total of 152 users and 4 application programs. After refining and streamlining the measures, the resulting 2 scales of 6 items each demonstrated reliabilities of .98 for usefulness and .94 for ease of use. The scales also exhibited high convergent, discriminant, and factorial validity. In both studies, usefulness had a greater correlation with usage behavior than did ease of use, though both were significantly correlated with current usage and future usage. Regression analyses suggest that perceived ease of use may actually be a casual antecedent to perceived usefulness, as opposed to a direct determinant of system usage.
Building on recent unique, yet potentially complementary, approaches to understanding the formation of user perceptions about technology (Venkatesh, 1999; Venkatesh & Speier, 1999), the present work reanalyzes the data from both studies to develop an integrated model of technology acceptance. The integrated model specifically examines the influence of pre-training and training environment interventions (termed user acceptance enablers) to understand how user perceptions are formed prior to system implementation. The model is then further extended and tested using longitudinal data in a field setting. The results indicate that the integrated model emerged as a better predictor of user behavior when compared to the existing models.
Computer systems cannot improve organizational performance if they aren't used. Unfortunately, resistance to end-user systems by managers and professionals is a widespread problem. To better predict, explain, and increase user acceptance, we need to better understand why people accept or reject computers. This research addresses the ability to predict peoples' computer acceptance from a measure of their intentions, and the ability to explain their intentions in terms of their attitudes, subjective norms, perceived usefulness, perceived ease of use, and related variables. In a longitudinal study of 107 users, intentions to use a specific system, measured after a one-hour introduction to the system, were correlated 0.35 with system use 14 weeks later. The intention-usage correlation was 0.63 at the end of this time period. Perceived usefulness strongly influenced peoples' intentions, explaining more than half of the variance in intentions at the end of 14 weeks. Perceived ease of use had a small but significant effect on intentions as well, although this effect subsided over time. Attitudes only partially mediated the effects of these beliefs on intentions. Subjective norms had no effect on intentions. These results suggest the possibility of simple but powerful models of the determinants of user acceptance, with practical value for evaluating systems and guiding managerial interventions aimed at reducing the problem of underutilized computer technology.
Information systems (IS) implementation is costly and has a relatively low success rate. Since the seventies, IS research has contributed to a better understanding of this process and its outcomes. The early efforts concentrated on the identification of factors that facilitated IS use. This produced a long list of items that proved to be of little practical value. It became obvious that, for practical reasons, the factors had to be grouped into a model in a way that would facilitate analysis of IS use.In 1985, Fred Davis suggested the technology acceptance model (TAM). It examines the mediating role of perceived ease of use and perceived usefulness in their relation between systems characteristics (external variables) and the probability of system use (an indicator of system success). More recently, Davis proposed a new version of his model: TAM2. It includes subjective norms, and was tested with longitudinal research designs. Overall the two explain about 40% of system’s use. Analysis of empirical research using TAM shows that results are not totally consistent or clear. This suggests that significant factors are not included in the models.We conclude that TAM is a useful model, but has to be integrated into a broader one which would include variables related to both human and social change processes, and to the adoption of the innovation model.
Extant explanations of why users behave in particular ways toward information technologies have tended to focus predominantly on instrumental beliefs as drivers of individual usage intentions. Prior work in individual psychology, however, suggests that holistic experiences with technology as captured in constructs such as enjoyment and flow are potentially important explanatory variables in technology acceptance theories. In this paper, we describe a multidimensional construct labeled cognitive absorption and defined as a state of deep involvement with software. Cognitive absorption, theorized as being exhibited through the five dimensions of temporal dissociation, focused immersion, heightened enjoyment, control, and curiosity, is posited to be a proximal antecedent of two important beliefs about technology use: perceived usefulness and perceived ease of use. In addition, we propose that the individual traits of playfulness and personal innovativeness are important determinants of cognitive absorption. Based on the conceptual definition of this construct, operational measures for each dimension are developed. Using the World Wide Web as the target technology, scale validation indicates that the operational measures have acceptable psychometric properties and confirmatory factor analysis supports the proposed multi-dimensional structure. Structural equation analysis provides evidence for the theorized nomological net of cognitive absorption. Theoretical and practical implications are offered.
Information technology (IT) acceptance research has yielded many competing models, each with different sets of acceptance determinants. In this paper, we (1) review user acceptance literature and discuss eight prominent models, (2) empiri- cally compare the eight models and their exten- sions, (3) formulate a unified model that integrates elements across the eight models, and (4) empiri- cally validate the unified model. The eight models reviewed are the theory of reasoned action, the technology acceptance model, the motivational model, the theory of planned behavior, a model combining the technology acceptance model and the theory of planned behavior, the model of PC utilization, the innovation diffusion theory, and the social cognitive theory. Using data from four organizations over a six-month period with three points of measurement, the eight models ex- plained between 17 percent and 53 percent of the variance in user intentions to use information technology. Next, a unified model, called the Unified Theory of Acceptance and Use of Tech- nology (UTAUT), was formulated, with four core determinants of intention and usage, and up to four moderators of key relationships. UTAUT was then tested using the original data and found to outperform the eight individual models (adjusted
Universities and corporate training facilities have been investing in information technologies to improve education and training at an increasing rate during the past decade. Many new companies are emerging to provide tools and services to enable the effective design of IT-based learning solutions. Although research on technology-mediated learning has increased in recent years, it still lags behind developments in practice. This essay suggests potential research avenues in the area of technology-mediated learning. It seeks to motivate greater depth of research into the question of how technology enhances learning. This question requires an explicit consideration of relationships among technology capabilities, instructional strategy, psychological processes, and contextual factors involved in learning. The essay also recommends attention to a greater breadth of research questions, including issues of how technology-mediated learning affects program design and what structures and processes universities can employ to facilitate innovation.
In 1992, DeLone and McLean suggested that the dependent variable for information systems (IS) research is IS Success. Their research resulted in the widely cited DeLone and McLean (D&M) IS Success Model, in which System Quality, Information Quality, Use, User Satisfaction, Individual Impact, and Organizational Impact are distinct, but related dimensions of IS success. Since the original IS Success Model was published, research has developed a better understanding of IS success. Meanwhile, comprehensive and integrative research on the variables that influence IS success has been lacking. Therefore, we examine the literature on the independent variables that affect IS success. After examining over 600 articles, we focused our attention on integrating the findings of over 140 studies. In this research, we identify 43 specific variables posited to influence the different dimensions of IS success, and we organize these success factors into five categories based on the Leavitt Diamond of Organizational Change: task characteristics, user characteristics, social characteristics, project characteristics, and organizational characteristics. Next, we identify 15 success factors that have consistently been found to influence IS success: Enjoyment, Trust, User Expectations, Extrinsic Motivation, IT Infrastructure, Task Compatibility, Task Difficulty, Attitudes Toward Technology, Organizational Role, User Involvement, Relationship with Developers, Domain Expert Knowledge, Management Support, Management Processes, and Organizational Competence. Finally, we highlight gaps in our knowledge of success factors and propose a road map for future research.
Valid measurement scales for predicting user acceptance of computers are in short supply. Most subjective measures used in practice are unvalidated, and their relationship to system usage is unknown. The present research develops and validates new scales for two specific variables, perceived usefulness and perceived ease of use, which are hypothesized to be fundamental determinants of user acceptance. Definitions for these two variables were used to develop scale items that were pretested for content validity and then tested for reliability and construct validity in two studies involving a total of 152 users and four application programs. The measures were refined and streamlined, resulting in two six-item scales with reliabilities of .98 for usefulness and .94 for ease of use. The scales exhibited high convergent, discriminant, and factorial validity. Perceived usefulness was significantly correlated with both self-reported current usage (r=.63, Study 1) and self-predicted future usage (r =.85, Study 2). Perceived ease of use was also significantly correlated with current usage (r=.45, Study 1) and future usage (r=.59, Study 2). In both studies, usefulness had a significantly greater correlation with usage behavior than did ease of use. Regression analyses suggest that perceived ease of use may actually be a causal antecedent to perceived usefulness, as opposed to a parallel, direct determinant of system usage. Implications are drawn for future research on user acceptance.
During the last decade, Information Technology (IT) has been the primary force driving the transformation of roles in the education industry. More specifically, the World Wide Web (WWW) and associated technologies provided a new playground with new rules and tools to conduct instruction and create novel approaches to learning. We have seen the application of IT in education in the form of CD-ROMs. With the evolution of the WWW we saw education marketed as long distance learning, web based learner centered environments, internet based learning environments, and self instructed learning. With all the different models used on the web, few have studied their acceptance and their effectiveness on learning. Many educational institutions today have embarked in the development of web based courses. However, they face enormous difficulty in achieving successful strategies including the delivery, effectiveness, and acceptance of the courses. This is mainly due to the fact that the problem of developing a successful web based course involves multiple inter-related dimensions ranging from technology related issues to pedagogical considerations. Davis (1989) proposed a Technology Assessment Model (TAM) to explain user acceptance of technology. The TAM identifies ‘perceived usefulness’ and ‘perceived ease-of-use’ as the antecedents to ‘behavioral intentions’ to use a technology. Extensive attention in previous TAM research dealt with business software in a business context. More effort is required to investigate research results involving different technologies and user populations. In response, this paper reports on research work that investigated the applicability of a modified version of TAM in explaining students’ acceptance of web based technologies for their courses. The target IT presented herein is a web-based Educational Information System for Enhanced Learning (EISEL). The results of the modified version of TAM are discussed. The technology and user group are new to the IT acceptance and adoption research. The TAM constructs were operationalized in the context of the EISEL. This research is a first attempt (using the first version of EISEL) to understand students’ beliefs and perceptions in relation to using a web based learning tool. Our results suggest that TAM was able to provide a relatively reasonable view of students’ acceptance of EISEL. However, compared with prior TAM studies, it appears that the TAM has weaker utility for explaining students’ intentions in the context of education and learning. ‘Perceived usefulness’ was found to have a significant positive influence on intentions to use, but perceived ease of use did not. Furthermore, the influence of ‘perceived ease of use’ on ‘perceived usefulness’, was found to be strong. Overall, these findings suggest that students will not necessarily intend to use EISEL because it is easy to use, but rather perceive that it is easy to use. Then it will help them perform better in the course. This posits a strong positive relationship between ‘perceived ease of use’, ‘perceived usefulness’ and ‘behavioral intention’ to use. The relatively low R-squared of the model, suggests both the limitation of the model for the present context, and the need to integrate additional variables. These variables should be consistent in order to improve the TAMs’ explanatory utility in the web based student learning context.
With the growing reliance on computerized systems and increasing rapidity of the introduction of new technologies, user acceptance of technology continues to be an important issue. Drawing upon recent findings in information systems, human computer interaction, and social psychology, the present research extends the technology acceptance model by incorporating the motivation variables of self-efficacy, enjoyment, and learning goal orientation in order to predict the use of Web-based information systems. One hundred nine subjects participated in the study, which was conducted in a field setting with the Blackboard system, a Web-based class management system. A survey was administered after a 2-week trial period and the actual use of the system was recorded by the Blackboard system over 8 weeks. The results largely support the proposed model, highlighting the important roles of self-efficacy, enjoyment, and learning goal orientation in determining the actual use of the system. Practical implications of the results are provided.
The Virtual Classroom is a teaching and learning environment constructed in software, which supports collaborative learning among students who participate at times and places of their choosing, through computer networks. This paper describes experiences and results of utilizing Computer Mediated Communications structured to create a Virtual Classroom (VC). Emphasis is placed on guidelines for using the technology successfully by incorporating "collaborative learning" activities.
Previous research indicates that perceived usefulness is a major determinant and predictor of intentions to use computers in the workplace. In contrast, the impact of enjoyment on usage intentions has not been examined. Two studies are reported concerning the relative effects of usefulness and enjoyment on intentions to use, and usage of, computers in the workplace. Usefulness had a strong effect on usage intentions in both Study 1, regarding word processing software (β=.68), and Study 2, regarding business graphics programs (β=.79). As hypothesized, enjoyment also had a significant effect on intentions in both studies, controlling for perceived usefulness (β=.16 and 0.15 for Studies 1 and 2, respectively). Study 1 found that intentions correlated 0.63 with system usage and that usefulness and enjoyment influenced usage behavior entirely indirectly through their effects on intentions. In both studies, a positive interaction between usefulness and enjoyment was observed. Together, usefulness and enjoyment explained 62% (Study 1) and 75% (Study 2) of the variance in usage intentions. Moreover, usefulness and enjoyment were found to mediate fully the effects on usage intentions of perceived output quality and perceived ease of use. As hypothesized, a measure of task importance moderated the effects of ease of use and output quality on usefulness but not on enjoyment. Several implications are drawn for how to design computer programs to be both more useful and more enjoyable in order to increase their acceptability among potential users.
This tutorial explains in detail what factorial validity is and how to run its various aspects in PLS. The tutorial is written as a teaching aid for doctoral seminars that may cover PLS and for researchers interested in learning PLS. An annotated example with data is provided as an additional tool to assist the reader in reconstructing the detailed example.
In recent years, the technology acceptance model (TAM) has been widely used by IS researchers in order to gain a better understanding of the adoption and use of information systems. While TAM has been widely applied and tested in North America, there have been no attempts to extend this work to other regions of the world. Given the globalization of business and systems, there is a pressing need to understand whether TAM applies in other cultures. This study compares the TAM model across three different countries: Japan; Switzerland; and the United States. The study was conducted by administering the same instrument to employees of three different airlines, all of whom had access to the same information technology innovation, in this case, E-mail. The results indicate that TAM holds for both the U.S. and Switzerland, but not for Japan, suggesting that the model may not predict technology use across all cultures. The implications of these findings are discussed.
Internet-based learning systems are being used in many universities and firms but their adoption requires a solid understanding of the user acceptance processes. Our effort used an extended version of the technology acceptance model (TAM), including cognitive absorption, in a formal empirical study to explain the acceptance of such systems. It was intended to provide insight for improving the assessment of on-line learning systems and for enhancing the underlying system itself. The work involved the examination of the proposed model variables for Internet-based learning systems acceptance. Using an on-line learning system as the target technology, assessment of the psychometric properties of the scales proved acceptable and confirmatory factor analysis supported the proposed model structure. A partial-least-squares structural modeling approach was used to evaluate the explanatory power and causal links of the model. Overall, the results provided support for the model as explaining acceptance of an on-line learning system and for cognitive absorption as a variable that influences TAM variables.
Under-developed countries are recognizing the importance of information technology (IT). Studies show that many systems in these countries are under-utilized. This study examines factors that motivate users to accept technology. Data was collected from 143 computer users in Nigeria. The results suggest that social pressure is an important factor affecting technology acceptance.
Ease of use and usefulness are believed to be fundamental in determining the acceptance and use of various, corporate ITs. These beliefs, however, may not explain the user???s behavior toward newly emerging ITs, such as the World-Wide-Web (WWW).In this study, we introduce playfulness as a new factor that reflects the user???s intrinsic belief in WWW acceptance. Using it as an intrinsic motivation factor, we extend and empirically validate the Technology Acceptance Model (TAM) for the WWW context.
On-line games have been a highly profitable e-commerce application in recent years. The market value of on-line games is increasing markedly and number of players is rapidly growing. The reasons that people play on-line games is an important area of research. This study views on-line games as entertainment technology. However, while most past studies have focused on task-oriented technology, predictors of entertainment-oriented technology adoption have seldom been addressed.This study applies the technology acceptance model (TAM) that incorporates social influences and flow experience as belief-related constructs to predict users’ acceptance of on-line games. The proposed model was empirically evaluated using survey data collected from 233 users about their perceptions of on-line games. Overall, the results reveal that social norms, attitude, and flow experience explain about 80% of game playing. The implications of this study are discussed.
Whilst the importance of end-user training is recognized as a factor in the success of information systems, companies have suffered from relatively low information system training budgets and an insufficient number of trainers. However, technological innovations in computers, telecommunications and the Internet, e-learning has made it possible to overcome many constraints. In this study, we suggest an e-learning success model based on flow theory. A questionnaire-based empirical study was used to test the model. It used data from e-learners who participated in a program on Enterprise Resource Planning training with a web-based e-learning system supported by the Korea Ministry of Information and Communication. Results confirm the significant interdependent relationships between the characteristics of e-learning, flow experience, learners’ attitude towards e-learning, and the resulting learning outcomes. In particular, it was revealed that flow experience plays a critical role as a central part of our research model, having direct and indirect impact on learning outcomes (i.e., the technology self-efficacy in ERP system usage in this study). This study should be of relevance to both researchers and practitioners alike, as a step towards a better understanding of e-learning, especially in the context of information system training.
The success of a virtual learning environment (VLE) depends to a considerable extent on student acceptance and use of such an e-learning system. After critically assessing models of technology adoption, including the Technology Acceptance Model (TAM), TAM2, and the Unified Theory of Acceptance and Usage of Technology (UTAUT), we build a conceptual model to explain the differences between individual students in the level of acceptance and use of a VLE. This model extends TAM2 and includes subjective norm, personal innovativeness in the domain of information technology, and computer anxiety. Data were collected from 45 Chinese participants in an Executive MBA program. After performing satisfactory reliability and validity checks, the structural model was tested with the use of PLS. Results indicate that perceived usefulness has a direct effect on VLE use. Perceived ease of use and subjective norm have only indirect effects via perceived usefulness. Both personal innovativeness and computer anxiety have direct effects on perceived ease of use only. Implications are that program managers in education should not only concern themselves with basic system design but also explicitly address individual differences between VLE users.
First, a number of previous theories of intrinsic motivation are reviewed. Then, several studies of highly motivating computer games are described. These studies focus on what makes the games fun, not on what makes them educational. Finally, with this background, a rudimentary theory of intrinsically motivating instruction is developed, based on three categories: challenge, fantasy, and curiosity.
Challenge is hypothesized to depend on goals with uncertain outcomes. Several ways of making outcomes uncertain are discussed, including variable difficulty level, multiple level goals, hidden information, and randomness. Fantasy is claimed to have both cognitive and emotional advantages in designing instructional environments. A distinction is made between extrinsic fantasies that depend only weakly on the skill used in a game, and intrinsic fantasies that are intimately related to the use of the skill. Curiosity is separated into sensory and cognitive components, and it is suggested that cognitive curiosity can be aroused by making learners believe their knowledge structures are incomplete, inconsistent, or unparsimonious.
In this paper, we empirically investigate an extension of the Technology Acceptance Model (TAM) to explain the individual acceptance and usage of websites. Conceptually, we examine perceived ease-of-use, usefulness, enjoyment, and their impact on attitude towards using, intention to use and actual use. The paper also introduces a new construct, “perceived visual attractiveness” of the website and demonstrates that it influences usefulness, enjoyment, and ease-of-use. For our empirical research we partnered with a Dutch generic portal site with over 300,000 subscribers at the time the research was conducted. The websurvey resulted in a sample size of 828 respondents. The results confirmed all of the 12 hypotheses formulated.
This study is one of the few attempts to investigate students’ acceptance of an Internet-based learning medium (ILM). By integrating a motivational perspective into the technology acceptance model, our model captured both extrinsic (perceived usefulness and ease of use) and intrinsic (perceived enjoyment) motivators for explaining students’ intention to use the new learning medium. Data collected from 544 undergraduate students were examined through the LISREL VIII framework. The results showed that both perceived usefulness and perceived enjoyment significantly and directly impacted their intention to use ILM. Surprisingly, perceive ease of use did not posit a significant impact on student attitude or intention towards ILM usage. Implications of this study are important for both researchers and practitioners.
This study examines the influence of the individual characteristic of playfulness on the use of the World Wide Web (WWW). Previous research suggests that microcomputer playfulness has an effect on computer usage in general, and we found support for a similar relationship in WWW use. Two samples of students were surveyed in this study; one consisting of undergraduate students and the other comprised of graduate students. Our findings also suggest that both intrinsic and extrinsic factors affect WWW use differentially for entertainment purposes and for course work purposes. Our study confirms previous research in that we found that ability to use the computer has a positive effect on WWW usage.
Survey data gathered from 471 professionals and managers in 62 companies in North America were used to test a motivational model of microcomputer usage. The model synthesized prior research findings and proposed that perceived usefulness, perceived fun/enjoyment, and social pressure would motivate increased use of microcomputers by professionals and managers. Results provided substantial support for the proposition that perceived usefulness (rather than perceived fun or social pressure) is the principal motivator. The findings also demonstrated that perceived complexity is a key intervening variable linking the antecedent variables (skills, organizational support, and organizational usage) with the three motivational variables. The results also suggested that skills play a critical role in affecting microcomputer usage. Skills directly promote microcomputer usage and influence usage through their effects on perceived usefulness, perceived enjoyment, and social pressure. The findings of the study contribute to an expanded understanding of the factors that promote microcomputer usage and also have important implications for the management of information systems.
National commissions and scholarly reports on the status of contemporary higher education have frequently been critical of the college experience; the emphasis on transmitting fixed bodies of information and a failure to develop problem solving and critical thinking skills have been cited as serious weaknesses in higher education systems. Colleges and universities have additional reasons to redevelop central pedagogies for students. Individuals need to learn at higher rates of effectiveness and efficiency than ever before because of rapidly growing bodies of relevant information and the escalation of knowledge and skill requirements for most jobs.Recent developments incomputer hardware, software, and communication technologies create exciting new opportunities for the educational use of these technologies. The objective of this study is to go beyond the traditional classroom instructional modesl (e.g., lectures and class discussions) to develop and evaluate computer-supported pedagogical approaches. More specifically, this study investigates whether the use of a group decision support system (GDSS) in a collaborative learning process enhances student learning and evaluation of classroom experiences.The findings of a study involving 127 MBA students indicate that GDSS-supported collaborative learning leads to higher levels of perceived skill development, self-reported learning, and evaluation of classroom experience in comparison with non-GDSS supported collaborative learning. Furthermore, the final test grades of the group of students who were exposed to GDSS-supported collaborative learning were significantly higher than those of the other groups of students who participated in the experiment.
Internet technologies are having a significant impact on the learning industry. For-profit organizations and traditional institutions of higher education have developed and are using web-based courses, but little is known about their effectiveness compared to traditional classroom education. Our work focuses on the effectiveness of a web-based virtual learning environment (VLE) in the context of basic information technology skills training. This article provides three main contributions. First, it introduces and defines the concept of VLE, discussing how a VLE differs from the traditional classroom and differentiating it from the related, but narrower, concept of computer aided instruction (CAI). Second, it presents a framework of VLE effectiveness, grounded in the technology-mediated learning literature, which frames the VLE research domain, and addresses the relationship between the main constructs. Finally, it focuses on one essential VLE design variable, learner control, and compares a web-based VLE to a traditional classroom through a longitudinal experimental design. Our results indicate that, in the context of IT basic skills training in undergraduate education, there are no significant differences in performance between students enrolled in the two environments. However, the VLE leads to higher reported computer self-efficacy, while participants report being less satisfied with the learning process.
How does a person's mood during technology training influence motivation, intentions, and, ultimately, usage of the new technology? Do these mood effects dissipate or are they sustainable over time? A repeated-measures field study (n = 316) investigated the effect of mood on employee motivation and intentions toward using a specific computer technology at two points in time: immediately after training and 6 weeks after training. Actual usage behavior was assessed for 12 weeks after training. Each individual was assigned to one of three mood treatments: positive, negative, or control. Results indicated that there were only short-term boosts in intrinsic motivation and intention to use the technology among individuals in the positive mood intervention. However, a long-term lowering of intrinsic motivation and intention was observed among those in the negative mood condition.
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