Extended TAM Model: Impacts of Convenience on Acceptance and Use of Moodle.

Hsiao-hui Hsu · Yu‐Ying Chang

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Technology Adoption and User Behaviour Online and Blended Learning Educational Technology and E-Learning

Abstract

The increasing online access to courses, programs, and information has shifted the control and responsibility of learning process from instructors to learners. Learners’ perceptions of and attitudes toward e-learning constitute a critical factor to the success of such system. The purpose of this study is to take TAM (technology acceptance model) as a foundation and include perceived convenience as a new external factor in predicting students’ perceptions about the acceptance and use of Moodle, an open source e-learning system. A total of 47 college students and 35 senior high school students participated in this research. The results indicated that perceived convenience had a direct effect on perceived usefulness. Perceived ease of use, perceived convenience, and perceived usefulness had significantly positive impacts on attitude toward using Moodle. Continuance intention to use Moodle was directly influenced by attitude toward using Moodle. Several practical implications of the present study are offered at the end of paper.

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1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology 1975Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research 2000A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies 2000Determinants of Perceived Ease of Use: Integrating Control, Intrinsic Motivation, and Emotion into the Technology Acceptance Model 2002Why do people use information technology? A critical review of the technology acceptance model 2001Extending the TAM for a World-Wide-Web context 1996A Model of the Antecedents of Perceived Ease of Use: Development and Test 2002Applying the Technology Acceptance Model and Flow Theory to Online Consumer Behavior

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