Impact of media richness and flow on e-learning technology acceptance

Advances in e-learning technologies parallels a general increase in sophistication by computer users. The use of just one theory or model, such as the technology acceptance model, is no longer sufficient to study the intended use of e-learning systems. Rather, a combination of theories must be integrated in order to fully capture the complexity of e-learners, who are both system users and learners. The current research presents an integrated theoretical framework to study users’ acceptance of streaming media for e-learning. Three streams of research provide the basis for this integrated framework: the technology acceptance model, flow theory and media richness theory. Students enrolled in an online section of an information systems course used one of three different combinations of text, streamed audio and streamed video. Regression analysis was used to test the hypotheses in this field experiment. Perceived ease of use was a predictor of perceived usefulness; both the perceived usefulness and the attitude of the user were predictors of intention to use. Richer content-presentation types were positively correlated with higher concentration levels but showed mixed results when correlated with perceived usefulness. Results from this study have practical implications for those interested in integrating streaming media into e-learning.     

Effects of individuals' locus of control and computer self-efficacy on their e-learning acceptance in high-tech companies

High-tech companies encounter intense competition in today's global economy. With rapid changes in working environments, high-tech employees must learn quickly and effectively to solve difficult problems and increase their productivity. Many large high-tech companies have recently implemented electronic learning (e-learning) for employee training. However, e-learning systems are expensive and often underutilised. Therefore, understanding the factors associated with acceptance to e-learning are of priority concern. By integrating locus of control, computer self-efficacy and technology acceptance model (TAM) into one model, this study examines the feasibility of the extended TAM to explain employee acceptance of e-learning systems. Data were collected from 223 employees at five high-tech companies located in the Hsinchu Science Park, Taiwan. Analytical results indicate that locus of control had significant direct effects on perceived usefulness and perceived ease of use. Computer self-efficacy had significant direct effects on perceived ease of use and behavioural intention to use. Overall, analytical results provide strong support for using the extended TAM to explain user acceptance of e-learning systems. The research and practical implications of findings are discussed.     

Gender differences in perceptions and relationships among dominants of e-learning acceptance

This research attempts to extrapolate the results of education research about computer usage and IS research about technology acceptance to e-learning. Based on the Technology Acceptance Model (TAM), the objectives of this study are to explore gender differences in perceptions and relationships among dominants affecting e-learning acceptance. A survey of 67 female and 89 male employees taken from six international companies at the Hsin-Chu Science-based Industrial Park in Taiwan shows that men’s rating of computer self-efficacy, perceived usefulness, perceived ease of use, and behavioral intention to use e-learning are all higher than women’s. Additionally, we found that women were more strongly influenced by perceptions of computer self-efficacy and ease of use, and that men’s usage decisions were more significantly influenced by their perception of usefulness of e-learning. These findings also suggest that researchers should take into consideration factors of gender in the development and testing of e-learning theories. Managers and co-workers, moreover, should realize that e-learning may be perceived differently by women and men. Based on these findings, implications for theory and practice are discussed.     

Factors affecting engineers’ acceptance of asynchronous e-learning systems in high-tech companies

With the rapid change in all types of working environment, there is a need to implement electronic learning (e-learning) systems to train people in new technologies, products, and services. However, the large investment in e-learning has made user acceptance an increasingly critical issue for technology implementation and management. Although user acceptance received fairly extensive attention in prior research, efforts were needed to examine or validate previous results, especially in different technologies, user populations, and/or organizational contexts. We therefore proposed a new construct, perceived credibility, to examine the applicability of the technology acceptance model (TAM) in explaining engineers’ decisions to accept e-learning, and address a pragmatic technology management issue. Based on a sample of 140 engineers taken from six international companies, the results strongly support the extended TAM in predicting engineers’ intention to use e-learning.     

A meta-analysis of the technology acceptance model

A statistical meta-analysis of the technology acceptance model (TAM) as applied in various fields was conducted using 88 published studies that provided sufficient data to be credible. The results show TAM to be a valid and robust model that has been widely used, but which potentially has wider applicability. A moderator analysis involving user types and usage types was performed to investigate conditions under which TAM may have different effects. The study confirmed the value of using students as surrogates for professionals in some TAM studies, and perhaps more generally. It also revealed the power of meta-analysis as a rigorous alternative to qualitative and narrative literature review methods.     

Investigating users’ perspectives on e-learning: An integration of TAM and IS success model

The purpose of this paper is to examine an integrated model of TAM and D&M to explore the effects of quality features, perceived ease of use, perceived usefulness on users’ intentions and satisfaction, alongside the mediating effect of usability towards use of e-learning in Iran. Based on the e-learning user data collected through a survey, structural equations modeling (SEM) and path analysis were employed to test the research model. The results revealed that “intention” and “user satisfaction” both had positive effects on actual use of e-learning. “System quality” and “information quality” were found to be the primary factors driving users’ intentions and satisfaction towards use of e-learning. At last, “perceived usefulness” mediated the relationship between ease of use and users’ intentions. The sample consisted of e-learning users of four public universities in Iran. Past studies have seldom examined an integrated model in the context of e-learning in developing countries. Moreover, this paper tries to provide a literature review of recent published studies in the field of e-learning.     

Understanding e-learning continuance intention in the workplace: A self-determination theory perspective

Based on self-determination theory (SDT), this study proposed an extended Technology Acceptance Model (TAM) in the context of e-learning service. In the proposed model perceived usefulness, perceived playfulness and perceived ease of use are predicted to be influenced by perceived autonomy support, perceived competence and perceived relatedness. Although TAM has received fairly extensive attention in prior research, this study is one of the first to examine the effects of motivational factors affecting TAM constructs. The results show that applying SDT to e-learning in a work setting can be useful for predicting continuance intention.     

A meta-analysis of the technology acceptance model: Investigating subjective norm and moderation effects

We conducted a quantitative meta-analysis of previous research on the technology acceptance model (TAM) in an attempt to make well-grounded statements on the role of subjective norm. Furthermore, we compared TAM results by taking into account moderating effects of one individual-related factor (type of respondents), one technology-related factor (type of technology), and one contingent factor (culture). Results indicated a significant influence of subjective norm on perceived usefulness and behavioral intention to use. Moderating effects were found for all three factors. The findings yielded managerial implications for both intra-company and market-based settings.     

An empirical investigation of a modified technology acceptance model of IPTV

This study explores the factors influencing the adoption of IPTV, and tests the applicability of the technology acceptance model (TAM) in a new convergent technology. The behavioural constructs from TAM were tested for predicting user acceptance of IPTV. Structural equation modelling was used to analyse data and to design a theoretical model predicting the individual's intention to adopt IPTV. A modified TAM for IPTV proposes that new constructs determine user-perceived usefulness and enjoyment of using IPTV. Although this study confirms the impact of information quality and system quality on consumers' technology experience, it specifically shows that the perceived quality of content and system were found to have a significant effect on users' perceived usefulness and perceived enjoyment. In addition, social influences had a positive effect on the intention to use IPTV. These findings suggest an extension of the TAM model for convergence technologies. This research advances theory and contributes to the foundation for future research aimed at improving the understanding of users' adoption behaviour of convergence technologies. Implications of these findings for practice and research are examined.     

Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–confirmation model

Although e-learning has been prompted to various education levels, the intention to continue using such systems is still very low, and the acceptance-discontinuance anomaly phenomenon (i.e., users discontinue using e-learning after initially accepting it) is a common occurrence. This paper synthesizes the expectation–confirmation model (ECM), the technology acceptance model (TAM), the theory of planned behavior (TPB), and the flow theory to hypothesize a theoretical model to explain and predict the users’ intentions to continue using e-learning. The hypothesized model is validated empirically using a sample collected from 363 learners of a Web-based learning program designed for continuing education. The results demonstrate that satisfaction has the most significant effect on users’ continuance intention, followed by perceived usefulness, attitude, concentration, subjective norm, and perceived behavior control as significant but weaker predictors. The implications of these findings for e-learning practitioners are discussed at the end of this work.     

Learners’ acceptance of e-learning in South Korea: Theories and results

One of the most significant changes in the field of education in this information age is the paradigm shift from teacher-centered to learner-centered education. Along with this paradigm shift, understanding of students’ e-learning adoption behavior among various countries is urgently needed. South Korea’s dense student population and high educational standards made investment in e-learning very cost-effective. However, despite the fact that South Korea is one of the fastest growing countries in e-learning, not much of the research results have been known to the globalized world. By investigating critical factors on e-learning adoption in South Korea, our study attempts to fill a gap in the individual country-level e-learning research.Based on the extensive literature review on flow theory, service quality, and the Technology Acceptance Model, our study proposes a research model which consists of four independent variables (instructor characteristics, teaching materials, design of learning contents, and playfulness), two belief variables (perceived usefulness and perceived ease of use), and one dependent variable (intention to use e-learning). Results of regression analyses are presented. Managerial implications of the findings and future research directions are also discussed.     

What drives mobile commerce?: An empirical evaluation of the revised technology acceptance model

This study presents an extended technology acceptance model (TAM) that integrates innovation diffusion theory, perceived risk and cost into the TAM to investigate what determines user mobile commerce (MC) acceptance. The proposed model was empirically tested using data collected from a survey of MC consumers. The structural equation modeling technique was used to evaluate the causal model and confirmatory factor analysis was performed to examine the reliability and validity of the measurement model. Our findings indicated that all variables except perceived ease of use significantly affected users’ behavioral intent. Among them, the compatibility had the most significant influence. Furthermore, a striking, and somewhat puzzling finding was the positive influence of perceived risk on behavioral intention to use. The implication of this work to both researchers and practitioners is discussed.     

A technological acceptance of e-learning tools used in practical and laboratory teaching,according to the European higher education area 1

The application of scientific tools to analyse the use of Internet-based e-learning tools in academic settings is in general an ignored area. E-learning tools are actually an emergent topic as a result of the new ideas introduced by the European Higher Education Area. Lifelong learning, or the promotion of student initiative, is the new paradigm of a learner-centred education. In this context, e-learning tools can represent an effective way of supporting this new trend in education. Assuming the premise that successful use of these web-based tools depends primarily on a user's behaviour, the objective of this research is to examine the technology acceptance model (TAM) of web-based e-learning tools used in practical and laboratory teaching. The research hypotheses derived from this model have empirically been validated using the responses to a survey on e-learning usage among 220 users. These responses have been examined through partial least square. The obtained results strongly support the extended TAM in predicting a student's intention to use e-learning and define a set of external variables with a significant influence in the original TAM variables. Surprisingly, perceived ease of use did not posit a significant impact on student attitude or intention towards e-learning tool usage. Therefore, early evaluation of e-learning material is considered essential to providing a framework for further improvements of the tool.     

Exploring the relationship between technology acceptance model and usability test

In the past, most studies used the technology acceptance model (TAM) to survey the subjective perception of users in using information technology. The usability test was also used to assess the ease of use of user interfaces. This study introduces a conceptual framework to explore the relationship between user’s beliefs of TAM and usability testing attributes. Usability testing was conducted on an eCampus learning system with a mobile device. TAM data was collected from the participants for analyzing a possible relationship. The findings of this study reveal that TAM results contradict the usability test results in certain areas. The focus of our proposed research model is supported from the causality between perceived ease of use and usability; however, the correlation between perceived usefulness and usability remains unclear.     

Understanding the most influential user experiences in successful and unsuccessful technology adoptions

Understanding processes underlying technology adoption or non-adoption is an important research theme often addressed using the technology acceptance model (TAM) approach. The objective of this research was to investigate most influential user experiences in successful and unsuccessful technology adoptions using user experience related concepts and methods in conjunction with the TAM. Participants (N = 76) described their most influential user experiences related to one successful and one unsuccessful technology adoption process and evaluated both experiences using rating scales, including the central TAM related scales and user experience related scales probing emotions, psychological needs, user values, task load, and the impact of technology on the user’s well-being.The results suggested that user experience and technology acceptance related viewpoints can complement each other in order to gain a more holistic understanding of the factors affecting the success or failure of technology adoptions, and the results showed how these variables typically behave in both contexts. The overall valence of user experience was significantly affected by perceived usefulness, the fulfillment of psychological needs, and the salience of negative emotions in the most influential user experiences of successful adoptions, and by perceived usefulness, output quality, and the salience of negative emotions in the unsuccessful adoptions.     

A development of learning widget on m-learning and e-learning environments

This article describes the development of learning widget on m-learning and e-learning environments. A widget is a small, simple and useful application supporting user-oriented contents. The user may select and install widgets that are convenient as well as an auto-updating application including weather or calendar. These widgets are especially more useful, because they are able to be installed on a mobile device, a website or a desktop computer. If we take advantage of widgets for education, we may use this learning tool for delivering and pulling learning contents, essences of lessons or word learning. To that end, we developed an effective learning widget and then verified its usability, usefulness and effectiveness for m-learning and e-learning. That is, we evaluated the learning widget with a heuristic evaluation method. We identified 72 interface problems by using a set of 10 usability criteria or heuristics. In addition, we considered how to design the learning widget with consideration given to devices on m-learning and e-learning. Moreover, we experimented by conducting a pilot test with 34 students, a field test with 60 teachers and technology acceptance model (TAM) analysis with 15 teachers. We verified the effectiveness and usefulness of learning with a questionnaire, a quiz and TAM, where the subjects, after using the learning widget in real learning activities, rated the widget's efficacy. The result shows that the learning widget is useful for m-learning and e-learning environments.     

The effects of organizational learning environment factors on e-learning acceptance

Workplace learning is an important means of employees’ continuous learning and professional development. E-learning is being recognized as an important supportive practice for learning at work. Current research on the success factors of e-learning in the workplace has emphasized on employees’ characteristics, technological attributes, and training design elements, with little attention to workplace contextual effects. The study aims to investigate the impacts of organizational learning environment factors, including managerial support, job support, and organizational support, on employees’ motivation to use a workplace e-learning system. A model was proposed based on the expectancy theory of training motivation and the social influences and facilitating conditions in technology acceptance models. The model was tested on sample data collected from mainland China using Structural Equation Modeling and Moderated Structural Equation Modeling. The results suggested that employees’ perceived managerial support and job support had a significant impact on their perceived usefulness of the e-learning system for individual learning, and that perceived organizational support had a significant influence on the perceived usefulness of the e-learning system for social learning. Perceived usefulness for individual learning was found to completely mediate the environmental influences on individuals’ motivation to use the system, while perceived usefulness for social learning made partial mediation in the effects of the environmental factors on intention to use. In addition, perceived job support was found to have moderating effects on the relationship between employees’ perceived usefulness of the e-learning system and their intention to use the system. Consistent with previous findings, employees’ perceptions about the usefulness of the e-learning system have significant effects on their intention to use the system in the work setting.     

IT infrastructure services as a requirement for e-learning system success

Evaluation of e-learning systems success is an essential process in managing and developing these types of systems. There are still arguments about the factors can be used to evaluate the success of e-learning systems. Inadequate attention has been paid to investigate the role of IT infrastructure services as a foundation to create the success of e-learning systems. The focus of this study is the role of IT infrastructure services in terms of the success of e-learning systems. A model is proposed which includes five constructs: IT infrastructure services; perceived usefulness; user satisfaction; customer value; and organizational value. A quantitative study was conducted at an Australian University, with survey responses from 110 Academic staff members and 720 students who use the e-learning system. The empirical study confirmed that an IT infrastructure services is a valid and reliable construct to measure e-learning systems success. In addition, this study provides evidence of the critical role of IT infrastructure services in the success of e-learning systems via its significant effect on perceived usefulness, user satisfaction, customer value, and organizational value.     

The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology

Based on self-determination theory, this study proposes an extended information systems continuance theory in the context of teachers’ utilization of e-learning technology in connection with on-site courses. In the proposed model teachers’ extrinsic motivation (i.e. perceived usefulness), confirmation of pre-acceptance expectations and intrinsic motivation are predicted to be influenced by perceived autonomy, perceived competence and perceived relatedness. Even though information systems continuance theory has received quite extensive attention in prior research, this study is among the first to examine the effects of self-determination theory constructs in the context of teachers’ utilization of e-learning technology. The results show that extension of IS-continuance theory with constructs that represent users’ basic psychological needs and intrinsic motivation can be useful for predicting their e-learning continuance intentions.     

Exploring user satisfaction for e-learning systems via usage-based metrics and system usability scale analysis

The use of e-learning technology is incontestably recognized as an important and integral part of the educational process. Considerable research studies are carried out in order to apprehend how effective and usable e-learning systems. In this paper, an empirical-based study is conducted to explore how lecturers interact with an e-learning environment based on a predefined task model describing low-level interactions. Client-side log data is collected from university lecturers from the Electrical and Computer Science departments. Subsequently, data analysis is conducted to infer the usability degree from the estimated usage metrics together with further exploratory analysis from user feedback via System Usability Scale. Experimental results reveal that the System Usability Scale score is not a sufficient measure to express the true acceptance and satisfaction level of lecturers for using the e-learning systems. The evaluation must be fulfilled in tandem with analyzing the usage metrics derived from interaction traces in a non-intrusive fashion. The proposed approach is a milestone towards usability evaluation to improve the acceptance and user experience for academic staff and students.