scholarly journals Learning Management System Usage among Undergraduates (Evidence from a Non-State University in Sri Lanka)

2021 ◽  
pp. 1-21
Author(s):  
R. M. G. S. Jayarathna
Keyword(s):  
Self Efficacy ◽  
Negative Impact ◽  
Positive Impact ◽  
Subjective Norms ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
State University ◽  
Perceived Ease Of Use ◽  
Significant Negative Impact ◽  
Learning Management

Because the ultimate purpose of using a learning management system is to improve effective learning, the system's benefits cannot be realized if students use it infrequently. To determine the elements that affect student usage, education providers must first understand how students view technology and their concerns. As a result, educational institutions must identify the primary elements impacting students' use of LMS and why students decide to use or reject LMS when given the option. This study aims to determine the factors that influence the use of Learning Management Systems by undergraduates at a Sri Lankan non-state university. There are three theories about how people use E-learning. There are three of them: TRA, TPB, and TAM. Because TRA and TPB have some limitations, this study used TAM. This study was expanded based on earlier research to include the variables: Subjective Norms, Internet and Computer Experience, Self-Efficacy, Technical Support, and Anxiety. At the specified university, there are 2128 students. The researcher collected data from 141 students by using Stratified random sampling techniques. Then the data was entered into a SmartPLS3. All measurement criteria for the measurement model's reliability and validity were fulfilled, and the structural model has fulfilled the Goodness of Fit. The results show that                            Self-Efficacy and Anxiety have a significant negative impact on the Perceived Ease of Use. Perceived Ease of Use has a significant negative impact on the Perceived Usefulness                            Self-Efficacy and Technical Support have a significant positive impact on the Perceived Usefulness Subjective Norms, and Perceived Usefulness have a significant positive impact on Intention to Use.

scholarly journals Incorporating Self Efficacy and Subjective Norms into the Integrated TAM/TTF to Evaluate Drivers of Corporate Career Portals and Users' Performance

2018 ◽  
Vol 10 (4) ◽  
pp. 72
Author(s):  
Hayel Abbabneh ◽  
Hasan Aleassa
Keyword(s):  
Self Efficacy ◽  
Subjective Norms ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Expected Performance ◽  
Proposed Model ◽  
Task Requirements ◽  
Actual Use ◽  
Computer Self Efficacy

The goal of this research is to understand how recruiters perceive the fit between the characteristics of electronic job marketplaces and their needs, and how that fit influences the use of corporate career portals and expected performance. This paper contributes in providing considerable attention of technological, individual and social factors; thus, it integrates TAM and TTF and incorporates subjective norms and computer self-efficacy into the integrated model. This unique model is developed to interpret recruiters' attitudes towards its actual use, and consequently to understand the expected performance. A total of 145 valid responses collected from HR practitioners at Jordanian banks were statistically analysed. Results showed a good fit between the model’s technological attributes and the task of recruiting. Thus, the results indicated that the proposed model could be used to predict the users' intention toward corporate career portal. The Actual use of corporate career portals was directly affected by perceived usefulness and subjective norms, while there was no effect of perceived ease of use on actual use. Indirectly, fit of technology characteristics to task requirements, and computer self-efficacy have a significant effect on actual use and ultimately on users' performance.

scholarly journals Cardless Banking System in Malaysia: An Extended TAM

Risks ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 41
Author(s):  
Qaisar Ali ◽  
Shazia Parveen ◽  
Hakimah Yaacob ◽  
Zaki Zaini
Keyword(s):  
Technology Acceptance ◽  
Perceived Risk ◽  
Negative Impact ◽  
Positive Impact ◽  
Banking System ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
Promotional Strategies

The main objective of this study is to analyse consumers’ behavioural intentions to use cardless banking technology in Malaysia. The intentions to use this technology are evaluated through an extended Technology Acceptance Model (TAM) framework. The data were collected from 447 Maybank and Hong Leong Bank customers in Selangor and Kuala Lumpur. The results show that self-efficacy (SE) had a positive impact on the perceived ease of use (PEOU), while perceived risk (PR) had a negative impact on perceived usefulness (PU) and intention to use (IU) cardless banking. Next, the perceived ease of use (PEOU) had a positive impact on perceived usefulness (PU). The results further support the idea that perceived usefulness (PU) and perceived ease of use (PEOU) had the strongest impacts on intention to use (IU). The practical implications of this study suggest that developers of cardless banking technology should introduce secure, less complicated, and easily accessible technology to improve consumers’ intentions to use. The perceived usefulness of this technology can be improved through promotional strategies and consumer training. Theoretically, this study has successfully extended TAM in the context of cardless banking technology in Malaysia. Moreover, this study will assist bankers in designing effective marketing strategies to attract more customers, which will add significant value to the overall business of the banking industry.

scholarly journals Exploring Lecturers' Perceptions of Learning Management System: An Empirical Study Based on TAM

2014 ◽  
Vol 4 (3) ◽  
pp. 48 ◽  
Author(s):  
Wei Wei Goh ◽  
Jer Lang Hong ◽  
Wilson Gunawan
Keyword(s):  
Technology Acceptance ◽  
Management System ◽  
Negative Impact ◽  
Learning Management System ◽  
Education Institution ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Online Questionnaire ◽  
Learning Management

With the pervasive take-up and presence of digital technologies, learning management system (LMS) is popular for its open accessibility and its interactive nature. Implementation of LMS has become part of the strategic plan in higher education institution to enhance the flexibility in teaching and learning. It is essential to explore the perceptions of users in using the LMS in order to inform stakeholders the positive influencing aspects and improve the negative factors in the future. This study investigates the perception of lecturers in using LMS in term of perceived usefulness and perceived ease of use for teaching purposes. Technology Acceptance Model (TAM) is used as the research framework to design the questionnaire. An online questionnaire was created to address the research questions. The results reveal that lecturers do not react positively towards perceived ease of use of Moodle for teaching. Lecturers treat Moodle as content repository and do not fully utilize the interactive features in Moodle. It was found that usability issues, interaction and communication issues had a negative impact on the lecturers' perception.

Factors contributing towards adoption of E-banking in Pakistan

2014 ◽  
Vol 1 (1) ◽  
pp. 437 ◽  
Author(s):  
Azam Khurshid ◽  
Muhammad Rizwan ◽  
Erum Tasneem
Keyword(s):  
Service Quality ◽  
Technology Acceptance ◽  
Perceived Risk ◽  
Negative Impact ◽  
Positive Impact ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Perceived Trust ◽  
Acceptance Model

Purpose:The main purpose of this research is to understand the customer’s E-Banking adoption behavior. To achieve this purpose we are going to investigate the External variables (Perceived Risk, Service Quality, and Perceived Trust), Technology Acceptance Model (perceived usefulness, perceived ease of use) and their effect on attitude towards using and the adoption of E-Banking.Methodology:Questionnaire was used to collect the data from convenience sampling of 150 customers. Regression analysis is use to determine the stability of E-Banking proposed model and hypothesis testing.Results & Findings:The results confirm that Perceived Usefulness, Perceived Ease of Use have positive impact on Attitude towards using. Service Quality has positive impact on Perceived Usefulness, Perceived Ease of Use, and Attitude towards using. Perceived Risk has negative impact on Attitude towards using. Perceived Trust and Attitude towards using have positive impact on E-Banking adoption. The results not supported one hypothesis Perceived Risk (PR) impact on Perceived Usefulness (PU). Results shows that PR has negative impact on PU.

scholarly journals THE EFFECTS OF PSYCHOLOGICAL VARIABLES ON EFL TEACHERS` ATTITUDE TOWARD TECHNOLOGY: CASE STUDY OF IRAN

2020 ◽  
Vol 77 (3) ◽  
pp. 101-113
Author(s):  
Сомайя Давуді ◽  
Лейла Акбарпур ◽  
Есан Хадіпур
Keyword(s):  
Technology Use ◽  
Self Efficacy ◽  
English Language ◽  
Subjective Norms ◽  
Ease Of Use ◽  
Language Teachers ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Psychological Variables ◽  
English Language Teachers

Nowadays, with the fast development of information and communication technology, the role of technology in learning and teaching environment has remarkably increased and been stressed. To boost the influential use of technology in instruction and teaching, English language teachers could focus on strategies such as integrating pervious methods of teaching with new methods in which technological tools could be used, utilizing beneficial software, and create an interacting learning environment. The objective of the present study is to explore the impacts of psychological variables on teachers` attitude towards technology use. In this research, most versatile models like technology acceptance are used as the basis for developing a conceptual framework. Variables such as perceived usefulness, perceived ease of use, self-efficacy, subjective norms, compatibility, trialability and attitude are retrieved from these models. The participants of the present research are high school English language teachers in Shiraz. The researcher uses stratified sampling to identify a suitable sample from the population. The present study is conducted by using five questionnaires to evaluate and assess variables. The data are analyzed by means of path analysis to find the contribution of each independent variable to the dependent variables that ultimately predicted the final outcome. Self-efficacy, subjective norms, compatibility and trialability are found to be the determinants of perceived usefulness. However, perceived ease of use is found to be only affected by self-efficacy, subjective norms, and trialability, which in turn determined the attitude of teachers toward using technology in their teachings. The results suggest that the impact of trialability on attitude is meaningful. On the other hand, perceived usefulness has a significant influential effect on attitude. Subjective norms has an indirect but important effect on attitude, and self-efficacy has an indirect effect on attitude.

scholarly journals Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning

2021 ◽  
Vol 11 (5) ◽  
pp. 249
Author(s):  
Chun-Hsiung Huang
Keyword(s):  
Blended Learning ◽  
Influencing Factors ◽  
Structural Equation ◽  
Positive Impact ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning Motivation ◽  
Perceived Ease Of Use ◽  
Learning Satisfaction ◽  
The Relationship

This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use positively affects perceived usefulness; (2) Perceived usefulness and perceived ease of use will have a positive effect on learning motivation; (3) Learning motivation positively affects learning satisfaction; (4) Perceived usefulness has a positive intermediary effect on the relationship between perceived ease of use and learning motivation. Participants included 173 freshmen who took the first-year interactive game design course at Ling Tung University in Taichung, Taiwan. The questionnaire survey method is applied in this research to analyze the relationship between the variables and verify the hypothesis based on the collected 173 valid questionnaires. The partial least square method structural equation model (PLS-SEM) is used to carry out structural equation modeling to study the relationship between latent variables. It explains that the perceived ease of use affects the perceived usefulness. Perceived usefulness and perceived ease of use have a positive impact on learning motivation. Learning motivation has a positive impact on learning satisfaction. Perceived usefulness as an intermediary factor of perceived ease of use has an indirect impact on learning motivation. The contribution of this research is to provide empirical evidence and explain what factors may affect learning satisfaction. Some other related factors that may affect learning satisfaction should be taken as the factors that teachers should pay attention to when implementing blended learning.

Direct and Indirect Associations of Personality With Audiovisual Technology Acceptance Through General Self-Efficacy

2021 ◽  
pp. 003329412199778
Author(s):  
Maria Manolika ◽  
Rigas Kotsakis ◽  
Maria Matsiola ◽  
George Kalliris
Keyword(s):  
Technology Acceptance ◽  
Student Perceptions ◽  
Technology Use ◽  
Self Efficacy ◽  
Online Survey ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Beliefs About Technology ◽  
General Self Efficacy

Increasing consensus among information systems researchers suggests that personality accounts for the effective use of several technologies, yet less is known about the process through which personality affects user perceptions of technology acceptance. This study, therefore, examined whether personality is associated with student perceptions of audiovisual technology acceptance, and whether general self-efficacy mediates this association. In total, 244 students completed an online survey including measures of personality, general self-efficacy, and perceptions of audiovisual technology acceptance. Canonical correlation uncovered significant associations between personality and student beliefs about technology use. Results further revealed that general self-efficacy fully mediated the effects of openness to experience and neuroticism on Perceived Ease of Use, whereas the association between agreeableness and Perceived Usefulness was partially mediated by self-efficacy beliefs. The fact that personality influences students’ perceptions of technology acceptance both directly and indirectly should not remain unnoticed, especially when designing intervention programs to enhance their academic performance.

scholarly journals Behavioral intentions of technology teachers to implement an engineering-focused curriculum

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kuang-Chao Yu ◽  
Pai-Hsing Wu ◽  
Kuen-Yi Lin ◽  
Szu-Chun Fan ◽  
Sy-Yi Tzeng ◽  
...  
Keyword(s):  
Behavioral Intentions ◽  
Behavioral Control ◽  
Subjective Norms ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Behavioral Control ◽  
Perceived Ease Of Use ◽  
Teachers Perceptions ◽  
Technology Teachers ◽  
Factors Influencing

Abstract Background Teaching engineering at a high school level has been a subject of substantial concern during recent curriculum reforms. Many countries are increasingly including engineering-focused subjects in their technology curriculum guidelines. However, technology teachers face challenges regarding the optimal implementation of an engineering-focused curriculum. It is essential to understand technology teachers’ perceptions of and behavior in classroom practices when teaching an engineering-focused curriculum. To explore the factors influencing the effective implementation of the curriculum, this study aimed to explore the association between technology teachers’ perceptions regarding curriculum guidelines (i.e., perceived ease of use, perceived usefulness, and beliefs) and their behavioral intentions. In addition, this study explored how these perceptions change for teachers who participated in a professional development program (PDP) for teaching an engineering-focused curriculum compared with those who did not participate in the program (NoPDP). Results In this study, structural equation modeling was used to investigate factors potentially influencing teachers’ behavioral intentions, including subjective norms and perceived behavioral control. The results showed that technology teachers’ behavioral intentions were influenced by their perceptions of the curriculum's usefulness. Subjective norms and perceived behavioral control were also significant determinants of behavioral intentions. Moreover, the results differed between the two groups. Perceived usefulness had direct and indirect effects on the behavioral intentions of the PDP and NoPDP groups, respectively. Conclusions We constructed a model of technology teachers’ behavioral intentions to implement an engineering-focused curriculum and identified factors influencing technology teachers’ behavioral intentions to implement an engineering-focused curriculum. Our conclusions are as follows: (1) the model was adequate for determining the factors influencing technology teachers’ behavioral intentions; (2) in the PDP group, perceived usefulness, subjective norms, and perceived behavioral control were significantly associated with behavioral intentions; and (3) in the NoPDP group, perceived usefulness and perceived ease of use were associated with behavioral intentions and self-reported behavior only via the mediating factor of beliefs. The above influencing factors should be taken into account when planning professional development programs for pre- and in-service teachers, as these programs will have implications regarding the successful implementation of an engineering-focused curriculum.

Factors Influencing the Adoption of Payment Banks in India Using an Extended TAM

2021 ◽  
pp. 2319510X2110135
Author(s):  
Japneet Kaur ◽  
Sawraj Kaur ◽  
Amanjot Singh Syan ◽  
Rishi Raj Sharma
Keyword(s):  
Social Influence ◽  
Technology Acceptance ◽  
Self Efficacy ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Initial Trust ◽  
Behavioural Intentions ◽  
Facilitating Conditions

The purpose of this study is to investigate the factors that shape behavioural intentions of customers towards the adoption of payment banks in India. The conceptual framework of study is based upon integration of technology acceptance model with initial trust, facilitating conditions and social influence. Further, the study tests the moderating role of age, income and self-efficacy on the relationships between dependent variable and associated predicted variable. A total of 507 responses were collected from the state of Punjab (India), using convenient sampling technique and were analysed using the structural equation modelling (SEM). The results revealed that perceived ease of use had the highest impact on the behavioural intentions, followed by initial trust and social influence. Facilitating conditions and perceived usefulness showed lower impact on the behavioural intentions towards the adoption of payment banks. Also, moderation analysis revealed that self-efficacy moderates the relation of perceived ease of use and perceived usefulness with behavioural intentions. Results imply that marketers should collaborate with developers to provide the customers with easy-to-operate solutions along with robust customer support mechanism to escalate the adoption intention of those having lower self-efficacy levels.

scholarly journals The Determinant of Acceptance of SIMDA (Information System of District Management) Implementation on the Government of Batu City

2017 ◽  
Vol 1 (2) ◽  
pp. 298
Author(s):  
Umar Maksum ◽  
Zaki Baridwan ◽  
Imam Subekti
Keyword(s):  
Information System ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Self Efficacy ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Personal Innovativeness ◽  
Acceptance Model ◽  
Computer Self Efficacy

<p>This study aims to examine the factors influencing the acceptability of SIMDA in the Batu Municipal Government. The research model used the <em>Technology Acceptance Model</em> (TAM), which add external construct from D&amp;M success model of information system and other construct namely the <em>commitment of management</em>, <em>social influence</em> and the Individually influence such as <em>computer self-efficacy</em> and <em>personal innovativenes</em>. This research employed census sampling method. The samples are all official of in financial department who use SIMDA. Results of the research showed that <em>perceived usefulness</em> was affected by <em>management commitment</em>, <em>social influence</em>, <em>information quality, system quality</em>, <em>personal innovativeness</em>, and<em> perceived ease of use</em>. In addition, <em>Computer self-efficacy</em>, and <em>personal innovativeness</em> influenced to <em>perceived ease of use</em>. Furthermore, the <em>acceptance SIMDA</em> was influenced <em>perceived usefulness</em> and <em>perceived ease of use</em>. On the contrary, <em>computer self-efficacy</em> did not affect to <em>perceived usefulness</em><strong></strong></p><p><strong>Keywords: </strong>Technology Acceptance Model (TAM), Acceptance SIMDA, perceived usefulness, perceived ease of use</p>

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