Testing the Technology Acceptance Model 3 (TAM 3) with the Inclusion of Change Fatigue and Overload, in the Context of Faculty from Seventh-day Adventist Universities: A Revised Model

Abstract

Problem. In recent years, the use of technology in institutions of higher learning has grown significantly. The use of Learning Management Systems (LMSs) is central to this growth. LMSs assist in the ease, consistency, and effectiveness of delivering instruction to students. The challenges involved in implementing an LMS, and the time pressures placed on faculty make decisions concerning LMSs particularly crucial. Since the goal of administration is to encourage adoption and optimal usage of the LMS by as many faculty members as possible, the focus of this study is the dynamic of factors that predict usage of Learning Management Systems. Method. Two hundred randomly selected faculty members responded to a 40-item SurveyMonkey questionnaire based on the TAM 3 variables plus Change Fatigue, Overload, and demographics. This questionnaire evaluated factors that influence their use of the LMS employed by their university. Correlations, regressions, and path analysis were employed to test critical links between key variables in the model. Results. Analysis found substantial differences from links in the TAM 3 model. Specifically, factors including Subjective Norm, Image, Computer Self-Efficacy, Computer Anxiety, Computer Playfulness, Perceived Enjoyment, Objective Usability, and Experience did not significantly impact the present model. The consistent dynamic on all of these variables is that with greater fluency, more extensive use of computers, and the effect of digital wisdom, each of these factors fades in importance. Whereas Overload did not impact the model, Change Fatigue was a significant predictor of lower LMS usage. A more parsimonious revised model of factors that reflect these changes was constructed. Conclusions. The proposed design appears to be a simpler and more streamlined model for use by administrators in understanding the factors that lead to effective and increased use of Learning Management Systems. The core elements of the TAM 3 remain intact. This suggests that administrators should pay close attention to perceived usefulness of the LMS, perceived ease of use, voluntariness, and change fatigue in selecting and implementing any new system and in seeking to increase adoption of the current system.

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