The Moderating Effect of Education and Experience on the Use of Learning Management Systems

Sami Saeed Binyamin · Malcolm J. Rutter · Sally Smith

19 citations0/0 files storedInternational Conference on Educational and Information Technology

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Technology Adoption and User Behaviour Educational Technology and E-Learning Technology-Enhanced Education Studies

Abstract

Based on the technology acceptance model, this research investigated the variables that affect students' use of LMS in Saudi public universities. The study also examined the moderating impact of education and experience on the students' behavior toward LMS. 851 online surveys were submitted by students at three Saudi universities, and 833 responses were used for data analysis. The collected data were analyzed using Partial Least Squares Structural Equation Modelling along with multigroup analysis. Amongst 40 paths, the results revealed that education and experience moderated only four relationships in the proposed model. Discussions, insights and implications for decision makers in Saudi higher education are provided at the end of this paper.

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References

1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error 2003User Acceptance of Information Technology: Toward A Unified View1 1989User Acceptance of Computer Technology: A Comparison of Two Theoretical Models 2000A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies 2011PLS-SEM: Indeed a Silver Bullet 2012Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology1 1981Structural Equation Models with Unobservable Variables and Measurement Error: Algebra and Statistics 2014A primer on partial least squares structural equation modeling (PLS-SEM)

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2020The Effects of Gender and Age on Students’ Use of a Learning Management System in Saudi Arabia 2020The Moderating Effects of Experience and Training on Students’ Use of a Learning Management System

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