Journal
COMPUTERS IN HUMAN BEHAVIOR
Volume 34, Issue -, Pages 301-314Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.chb.2013.10.035
Keywords
Educational technology acceptance; Behavioral intention; Use behavior; Self-reported use; TAM3
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Widespread implementation of e-learning systems - learning management systems, virtual learning environments - across higher education institutions has aroused great interest on the study of e-learning acceptance. Acceptance studies focus on the predictors of system adoption and use, with behavioral intention to use the system as a proxy for actual use. This study proposes a TAM3-based model - with the inclusion of two additional variables: personal innovativeness in the domain of information technology and perceived interaction - to study the factors influencing the acceptance of e-learning systems. Attention is also brought towards the role of behavioral intention, especially in its relation with use behavior. In order to do so, two different settings were considered: higher education and lifelong learning; data was gathered from a survey administrated to Spanish graduate and lifelong learning students, and partial least squares analysis was used to test the research model. Results supported TAM relations, except for the intention-behavior linkage, and unveiled a dual nature of perceived usefulness - with one component related to efficiency and performance, and another component related to flexibility. The adequacy of applying TAM3-based models in educational contexts and suitability of actual system usage measures are also discussed. (C) 2013 Elsevier Ltd. All rights reserved.
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