Browsing by Subject "Technology Acceptance Model"
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Item Attributes and Barriers that Influence the Adoption and Diffusion of a Learning Management System(2014-04-03) Walker, Darrell ScottSeveral theories and technology acceptance models have been developed over the last several decades to predict user adoption. Most all of the models and theories have a foundation based from psychological and environmental factors that affect behavior intention, perception, and attitude towards accepting or rejecting a new innovation or technology. This study will examine such factors of influence towards adoption of a learning management system (LMS) at a large-scale university. The population for the study included participants from the three user groups: faculty (4,014), staff (5,997), and students (48,460). A stratified random sample from each group was determined using Cochran?s correction formula for categorical data. Sample size calculations assumed a confidence level a priori at .05 and an acceptable level of sampling error at 5% with a degree of variability of .5 and yielded sample sizes of faculty (350), staff (360), and students (381). A conceptual model was used for the study based from the Technology Acceptance and the Unified Theory of Acceptance and Use of Technology models which proved useful in determining the relationships of external factors on user perception and attitude towards adoption and diffusion. Strategies can therefore be formed and implemented to aid in the diffusion process for the LMS at the university. The study used a cross-sectional research design to observe how the different user groups were influenced by the external factors. Data collection was done over a four-week period with data analysis done afterwards using SPSS. Results revealed 92.1% of the respondents used the LMS with 91.6% agreeing that web based education (e-Learning) is an important delivery strategy used by faculty. Length of use ranged from less than one year to over six years with the level of experience ranging from a low level to a fully online level. The LMS showed widespread representation encompassing all colleges and departments of the university. Results also showed 61.6% of the respondents felt comfortable with using the LMS. Differences were identified between several of the attributes and barriers of adoption. However, one attribute and two barriers showed no statistical significant difference between the user groups. The study findings support the relationship between behavioral intention and actual behavior as presented by the Theory of Reasoned Action and Theory of Planned Behavior towards adoption of the LMS. As observed, the external factors played a role in user perception and attitude towards adopting and using the LMS, although the results showed no predictability of LMS preference based on university role or the combined factors of influence on user perception and attitude.Item Interpersonal traits and the technology acceptance model: applying the interpersonal circumplex model as a nomological net for understanding user perceptions within human-to-computer interaction(2009-05-15) Brown, Houghton GregoryThis study examines the effects that individual personality traits have on technology acceptance. Previous research on technology acceptance focuses primarily on exogenous variables such as trustor?s perceptions, attitudes, computer anxiety, positive or negative affect, age, and experience. This research seeks to improve our understanding of technology acceptance by examining user interpersonal traits as the underpinnings of user perceptions of technology and disposition to trust. A general theory of personality, the interpersonal circumplex (IPC) model, is used here as a framework to explain IT-users? computer self-efficacy, computer anxiety, and perceptions about- and trust in technology. The interpersonal circumplex model is well established and provides a strong foundation for understanding interaction styles and interpersonal trust. Based on the interpersonal circumplex model, I develop predictions about how various personality types will interact with technology acceptance model (TAM) related variables: that is, I predict how individuals with different interpersonal traits will rate the following: their computer selfefficacy, computer anxiety, and perceptions of an information system?s performance; the system?s trustworthiness, ease of use, usefulness; as well as the user?s behavioral intention to use the system in the future. In general, I hypothesize that a computer user?s blend of the primary interpersonal dimensions of Control and Affiliation influences his or her responses to computer usage related questions. In this study, student-participants completed an on-line assessment of their interpersonal dispositions, using the Circumplex Scales of Interpersonal Values (CSIV; Locke, 2000); subsequently the studentparticipants reported their perceptions of- and trust in a computer-based learning system that they used as part of their class. In particular, this research suggests that the Communality (Affiliation) dimension of personality, as measured by the CSIV, indicates particular and significant correlations to user?s computer anxiety, perceived system performance, perceived usefulness (of the technology), and behavioral intent to use (IT) in the future. The Interpersonal Circumplex demonstrates improved acuity in detecting personality differences that may impact the way users respond to, perceive, and evaluate technology. As a new tool for information systems research, the IPC shows potential to provide further insight into IS theory by building a bridge between interpersonal theory and technology acceptance models.Item The Need for Meta-Analytic Thinking in Educational Technology Research(2014-05-19) Ritter, Nicola L.The present journal article formatted dissertation assessed the extent of meta-analytic thinking currently used educational technology research. In the first study, the author examined the journals, Computers & Education, International Journal of Computer-Supported Collaborative Learning, British Journal of Educational Technology, Australasian Journal of Educational Technology, and Educational Technology Research and Development, between 2012 and 2013 to offer empirical evidence of the field?s current status with regard to reporting results using meta-analytic thinking. These articles represented a total of 32,131 research methods and statistical techniques recorded from 1,171 articles. Findings point to little change in how educational technology researchers conduct investigations. Quantitative methods continue to dominate the field as a whole. Most authors reported the type of sampling procedure used in their investigations. Few researchers reported score reliability estimates using their own data. Findings also suggest few authors report informationally-adequate statistics. One area of concern is the tendency to report a mean without the SD about the mean. Another area of concern is the lack of reporting correlation matrices with accompanying means and standard deviations or covariance matrices. In the second study, the author conducted a meta-analysis to offer a glimpse of where the field could go once researchers begin to think meta-analytically. The author cumulated findings from nine studies which used the Technology Acceptance Model (TAM) to explain undergraduate students? acceptance of online learning. The author used meta-analytic structural equation modeling and multiple-group analysis to test four path models. The meta-analytic findings suggest the TAM is not a valid theoretical model to explain undergraduates? acceptance of college online courses. The multiple group analysis emphasized that the parameter estimates between studies resulted in statistically different findings, suggesting the findings across studies are not replicable.