Does the technology acceptance model predict actual use? A systematic literature review

ContextThe technology acceptance model (TAM) was proposed in 1989 as a means of predicting technology usage. However, it is usually validated by using a measure of behavioural intention to use (BI) rather than actual usage.ObjectiveThis review examines the evidence that the TAM predicts actual usage using both subjective and objective measures of actual usage.MethodWe performed a systematic literature review based on a search of six digital libraries, along with vote-counting meta-analysis to analyse the overall results.ResultsThe search identified 79 relevant empirical studies in 73 articles. The results show that BI is likely to be correlated with actual usage. However, the TAM variables perceived ease of use (PEU) and perceived usefulness (PU) are less likely to be correlated with actual usage.ConclusionCare should be taken using the TAM outside the context in which it has been validated.     

Uses and gratifications and acceptance of Web-based information services: An integrated model

This study combines the technology acceptance model (TAM) and uses and gratifications theory (U&G) to create an integrated model that predicts usage and satisfaction with Web-based information services (WIS). Two pilot studies and three laboratory experiments were conducted to test and develop the concepts, measurements, and the integrated model. The results support the proposed integrated model. Behavioral intention and entertainment motive collectively predicted behavioral usage. Satisfaction was positively associated with the level of usage. The good structure fit with the merge model and data showed that the model explained more than 30% variance of behavioral usage. Although both theories are solid acceptance theories, U&G provides specific information and a more complete understanding of usage, whereas TAM constructs are easily used with Web-based applications. This study gives researchers and practitioners an interdisciplinary perspective for investigating the phenomenon of technology acceptance. In addition, it merges the strengths from the fields of information systems and communications.     

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.     

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.     

Cross cultural analysis of the use and perceptions of web Based learning systems

The main objective of this paper is to examine cultural differences and technology acceptances from students of two universities, one is from a European country: Spain, and the other is in Latin America: Chile. Both of them provide their students with e-learning platforms. The technology acceptance model (TAM) and Hofstede’s cultural dimensions are the tools used to measure the acceptance and use of web-based learning platforms and cultural diversity of respondents, respectively. In summary, we can affirm that the sample of tertiary Spanish and Chilean students are culturally different with regard to some of Hofstede’s dimensions, but their behavior of acceptance of e-learning technology globally matches according to the TAM model. This study provides relevant implications for on-line courses managers’ who have tertiary students from different nationalities.     

An empirical examination of application frameworks success based on technology acceptance model

Framework-based development is currently regarded as one of the most promising software development approaches when it comes to improvements in lead time, productivity and quality. However, many frameworks and projects based on frameworks still report failures, which indicate that there are problems related to both frameworks technology and frameworks usage. The objective of our research was to examine the major drivers that have an impact on a framework’s acceptance and a framework’s success. We used the technology acceptance model (TAM) and Seddon’s information systems success model as our underlying theory. Data collected from an online survey of 389 active framework users was used to test hypothesized models. Data analysis was performed via structural equation modeling. Our findings support the post-adoption version of TAM and the relationship between continuous use and the successful use of systems, where more use also means more net benefits. We found that the successful use of frameworks is mainly dependent on two factors: continuous framework usage intention and the perceived usefulness of the framework. Several practical and theoretical implications can be foreseen including advances in framework development guidelines and insight into the relationship between the acceptance and success of frameworks.     

A family of experiments to evaluate a functional size measurement procedure for Web applications

The objective of this paper is to empirically evaluate OOmFPWeb, a functional size measurement procedure for Web applications. We analyzed four data sets from a family of experiments conducted in Spain, Argentina and Austria. Results showed that OOmFPWeb is efficient when compared to current industry practices. OOmFPWeb produced reproducible functional size measurements and was perceived as easy to use and useful by the study participants, who also expressed their intention to use OOmFPWeb in the future. The analysis further supports the validity and reliability of the technology acceptance model (TAM)-based evaluation instrument used in the study.     

The effect of computer self-efficacy on enterprise resource planning usage

Global competition has impelled numerous organisations to employ enterprise resource planning (ERP) systems, although quite frequently without success. Studies have demonstrated that a major factor for failure is employee resistance in organisations using these systems. Exactly the factors that facilitate ERP adoption among users have seldom been identified. This study examines the usage behaviour of a sample of users of the new technology of ERP system using a technology acceptance model (TAM). Furthermore, this paper incorporates an additional behavioural construct, computer self-efficacy (CSE), to improve the predictive value of the original TAM model, named revised TAM. Additionally, the structural equation model (SEM) is used to verify the causal relationships between variables. Analytical results confirm that not only is the TAM appropriate for explaining the use of ERP, but that incorporating CSE enhances the power of the model.     

The effect of computer self-efficacy on enterprise resource planning usage

Global competition has impelled numerous organisations to employ enterprise resource planning (ERP) systems, although quite frequently without success. Studies have demonstrated that a major factor for failure is employee resistance in organisations using these systems. Exactly the factors that facilitate ERP adoption among users have seldom been identified. This study examines the usage behaviour of a sample of users of the new technology of ERP system using a technology acceptance model (TAM). Furthermore, this paper incorporates an additional behavioural construct, computer self-efficacy (CSE), to improve the predictive value of the original TAM model, named revised TAM. Additionally, the structural equation model (SEM) is used to verify the causal relationships between variables. Analytical results confirm that not only is the TAM appropriate for explaining the use of ERP, but that incorporating CSE enhances the power of the model.     

Adding contextual specificity to the technology acceptance model

This paper examines the influence of contextual specificity when describing technology acceptance. Social cognitive theory provides the basis for adding several independent variables (computer anxiety, prior experience, other’s use, organizational support, task structure, and system quality) and one intervening variable (computer-efficacy) to the technology acceptance model (TAM). This extended model was tested using a mail survey and the results are tabulated using partial least squares. The results show that system usage is strongly influenced by computer anxiety, prior experience, other’s use, organizational support, task structure, system quality, and perceived usefulness. In addition, perceived usefulness is the strongest mediator in determining system usage.     

An empirical investigation of student acceptance of course websites

The World Wide Web (WWW) is the future in teaching and learning. This paper uses the Technology Acceptance Model (TAM) constructs of usefulness and ease of use to assess university students’ acceptance of course websites as an effective learning tool. A survey instrument was distributed to 450 undergraduate students and a total of 403 usable responses were obtained. Exploratory and confirmatory factor analyses were implemented using structural equation modeling techniques through LISREL version 8.52. A structural equation model was used to fit and validate the Course Website Acceptance Model (CWAM) and the results indicated good fit to the data. Course website usefulness and ease of use proved to be key determinants of the acceptance and usage of course website as an effective and efficient learning technology. The causal relationships between the constructs considered by the CWAM were well supported, accounting for 83% of the total variance in the course website acceptance and usage.     

Continuance intention of E-portfolio system: A confirmatory and multigroup invariance analysis of technology acceptance model

The technology acceptance model (TAM) has been applied in various fields to study a wide range of information technologies. Although TAM has been developed in this research stream in Taiwan, TAM's issues of measurement have received scant attention. A robust model must perform measurement invariance across different respondent subgroups to ensure that various sample profiles have the same relationship. A survey of regarding E-portfolio system reuse intention was constructed, resulting in 360 valid responses across subgroups differing in gender, grade, and levels of willingness to share, to examine the measurement invariance of TAM. The results empirically support the validity of our TAM instrument for evaluating E-portfolio reuse intentions behavior. These findings suggest that men and women, differing grades, levels of willingness to share conceptualize the TAM construct in similarly. The implications of these results enable us to understand TAM's validity in E-portfolio acceptance research.     

Behavioral intention,use behavior and the acceptance of electronic learning systems: Differences between higher education and lifelong learning

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.     

A structural equation modeling of the Internet acceptance in Korea

The objective of this study is to develop and test an integrated conceptual model of the Internet acceptance. Based on the two dominant theoretical paradigms – the theory of reasoned action (TRA) and the technology acceptance model (TAM) – we propose a model of the Internet acceptance to investigate the relationship between external variables such as individual differences, task characteristics and management support, and individual acceptance of the Internet. The model is tested using data gathered from 374 end users of the Internet in Korean firms and data analysis is conducted using a structural equation modeling with LISREL. Significant relationships are found between experience and usefulness, between experience and ease of use, and between ease of use and usefulness. Organizational support is found to influence usefulness, ease of use and subjective norm. We also observe that actual usage is not influenced by subjective norm, but significantly influenced by experience, usefulness and ease of use. This result implies that individual acceptance of the Internet is significantly related to external factors such as experience, task characteristics and organizational characteristics rather than beliefs.     

A structural equation modeling of the Internet acceptance in Korea

The objective of this study is to develop and test an integrated conceptual model of the Internet acceptance. Based on the two dominant theoretical paradigms – the theory of reasoned action (TRA) and the technology acceptance model (TAM) – we propose a model of the Internet acceptance to investigate the relationship between external variables such as individual differences, task characteristics and management support, and individual acceptance of the Internet. The model is tested using data gathered from 374 end users of the Internet in Korean firms and data analysis is conducted using a structural equation modeling with LISREL. Significant relationships are found between experience and usefulness, between experience and ease of use, and between ease of use and usefulness. Organizational support is found to influence usefulness, ease of use and subjective norm. We also observe that actual usage is not influenced by subjective norm, but significantly influenced by experience, usefulness and ease of use. This result implies that individual acceptance of the Internet is significantly related to external factors such as experience, task characteristics and organizational characteristics rather than beliefs.     

Factors affecting e-training adoption: an examination of perceived cost,computer self-efficacy and the technology acceptance model

The objective of this paper is to highlight the role that perceived cost, computer self-efficacy and the technology acceptance model (TAM) constructs have in e-training adoption in the Nigerian civil service. With the use of the SmartPLS 2.0 M3 software, a framework that included perceived cost, computer self-efficacy and TAM constructs (perceived usefulness (PU) and perceived ease of use (PEOU)) was tested on 450 heads of departments. Scales on perceived cost, computer self-efficacy, PU and PEOU developed by previous studies were modified accordingly and used. This paper found perceived cost to have a significant effect on e-training adoption. Computer self-efficacy was statistically insignificant through PEOU. In addition, PEOU had an indirect effect through PU. Therefore, only PU of the TAM constructs indicated strong predictive strength in e-training adoption. This paper showed that with e-training adoption, facilities such as computers can be put in place, which can improve the outlook of the civil service. In addition, the cost that is usually associated with traditional training can be reduced, increasing the opportunity to invest in other aspects of the civil service which can help in adding to the overall performance. Relationships were examined in this paper, which were shown to be favourable to e-training adoption in the Nigerian civil service.     

The mediation of external variables in the technology acceptance model

TAM specifies a pathway of technology acceptance, from external variables to beliefs, attitudes, and system usage. We tested one of its assumptions that the ‘perceived ease-of-use’ and ‘perceived usefulness’ constructs fully mediate the influence of external variables on usage behaviors. Using a survey of 125 employees of a U.S. Government agency we found, contrary to the normally accepted assumption, that external variables could have direct effects on usage behavior over and above their indirect effects. We also found that TAM is significantly and consistently better at predicting frequency than volume of usage.     

Analysis of utility and use of a web-based tool for digital signal processing teaching by means of a technological acceptance model

This paper presents an exploratory study about the development of a structural and measurement model for the technological acceptance (TAM) of a web-based educational tool. The aim consists of measuring not only the use of this tool, but also the external variables with a significant influence in its use for planning future improvements. The tool, designed with Shockwave™ and Macromedia Director™, is a web-based educational environment that has been applied as a teaching methodology in an undergraduate course involved with modern microprocessors architectures and applications. The proposed methodology may be extensible to similar tools and tries to fill the lack of scientific studies in the validation and acceptance of computer-based educational tools.     

Exploring pre-service teachers' use of technology: The technology acceptance model and expectancy–value theory

Understanding how prepared teachers are to use technology to enhance their teaching can assist researchers to support them better, yet the theoretical basis for understanding teachers' self-beliefs is in need of stronger empirical support. The first objective of this study was to replicate and extend prior research that empirically tested portions of the technology acceptance model (TAM) amongst pre-service teachers. The second objective was to empirically test an alternative set of antecedents of behavioural intentions to use technology based on the expectancy–value theory (EVT). Four theoretical models were tested using structural equation modelling with a sample of pre-service teachers (N = 249). Results provide support for the TAM and the extended TAM models, however, no support was found for the combined EVT and TAM models. We discuss the implications to promote teacher integration of technology in the classroom by creating facilitating conditions.     

Analysis of utility and use of a web-based tool for digital signal processing teaching by means of a technological acceptance model

This paper presents an exploratory study about the development of a structural and measurement model for the technological acceptance (TAM) of a web-based educational tool. The aim consists of measuring not only the use of this tool, but also the external variables with a significant influence in its use for planning future improvements. The tool, designed with Shockwave™ and Macromedia Director™, is a web-based educational environment that has been applied as a teaching methodology in an undergraduate course involved with modern microprocessors architectures and applications. The proposed methodology may be extensible to similar tools and tries to fill the lack of scientific studies in the validation and acceptance of computer-based educational tools.