Bassam Hasan

The influence of specific computer experiences on computer self-efficacy beliefs

Previous research has demonstrated that computer experience has a positive impact on computer self-efficacy. However, little or no research has investigated the unique influence of specific types of computer experiences or knowledge on computer self-efficacy beliefs. This study examines the influence of eight types of computer experiences on computer self-efficacy. The results indicate that experience with computer programming and graphics applications have strong and significant effects on computer self-efficacy beliefs, whereas experience with spreadsheet and database applications demonstrated weak effects. The results offer useful insights into designing training courses and educational programs to enhance computer self-efficacy beliefs.

Effects of interface style on user perceptions and behavioral intention to use computer systems

This study examines the influence of two interface styles (menu- and command-based) on the perceived ease of use, perceived usefulness, and behavioral intention of the user to use the system. We have treated the system interface style as an external factor in the technology acceptance model (TAM) to examine its direct and indirect effects on behavioral intention to accept and use a system. The results showed that the interface style had direct effects on perceived ease of use and perceived usefulness which, in turn, demonstrated significant effects on behavioral intention to use the system. Further, the results showed that perceptions of the menu-based interface were more favorable than perceptions of the command-based interface. These results provide several theoretical and practical implications for designing an effective system.

Effectiveness of Computer Training: The Role of Multilevel Computer Self-Efficacy

This study builds on recent findings in information systems (IS) research and training literature to develop and test a model of the impact of multilevel computer selfefficacy (CSE) on effectiveness of computer training. The proposed research model makes a clear distinction between general and application-specific CSE and hypothesizes that the two levels of CSE will have positive effects on perceived ease of use, near-transfer learning, and far-transfer learning, and a negative effect on computer anxiety. The results of a field experiment conducted to empirically test the hypothesized relationships revealed that general CSE had positive effects on far-transfer learning and perceived ease of use, whereas application-specific CSE demonstrated positive effects on near-transfer learning and perceived ease of use. The results also showed that general and application-specific CSE had negative effects on computer anxiety. This study provides better insights into the relationships between the two levels of CSE and computer training outcomes and offers valuable research and practical implications.

Examining the Effects of Computer Self-Efficacy and System Complexity on Technology Acceptance

Despite the prevalence of computing in all aspects of society, some computer systems may not be fully accepted by their intended users or become underutilized. Thus, acceptance and use of information technologies remain a paramount issue in information systems IS research and practice. Extending previous research by integrating computer self-efficacy and perceived system complexity as external variables to the technology acceptance model TAM, this study examines the direct and indirect effects of these two factors on system acceptance and use. The results indicated that computer self-efficacy and system complexity had significant direct effects on perceived usefulness and perceived ease of use as well as indirect effects on attitude and behavioral intention. However, the effect of perceived ease of use on attitude was stronger than that of perceived usefulness. In turn, attitude demonstrated a non-significant impact on behavioral intention. These findings highlight several implications for research and practice.

A Path Analysis of the Impact of Application-Specific Perceptions of Computer Self-Efficacy and Anxiety on Technology Acceptance

Perceptions of computer self-efficacy CSE and computer anxiety are valuable predictors of various computer-related behaviors, including acceptance and utilization of information systems IS. Although both factors are purported to have general and application-specific components, little research has focused on the application or system-specific component, especially in IS acceptance contexts. Thus, little is known about the effects of application-specific beliefs on IS acceptance or how such effects compare with the effects of more general CSE and computer anxiety beliefs. Accordingly, a research model comprising application CSE, application anxiety, perceived ease of use, perceived usefulness, attitude, and intention was proposed and tested via path analysis. The results demonstrated that the direct impacts of application CSE and application anxiety on perceived ease of use and perceived usefulness were almost equal, but in opposite directions. However, the indirect effect of application CSE on attitude and intention was stronger than that of application anxiety.

An Empirical Examination of a Model of Computer Learning Performance

The growing sophistication of computer applications and the increasing diversity of end users have heightened the importance of and need for end user computer training. Therefore, understanding factors that influence learning performance in computer training continues to be an important issue for information systems research, education, and practice. This paper presents and empirically tests a model of learning performance in computer training. The model assesses the direct influence of computer self-efficacy, computer attitudes, and computer experience and the patterns of relationships among these variables in which they influence learning performance. The results indicate that computer self-efficacy and computer experience had direct and positive effects on learning performance. However, computer attitudes had indirect effect on learning performance through their direct effect on computer self-efficacy. Additionally, computer attitudes and computer experience had positive effects on computer self-efficacy. The results offer practical implications for selecting and preparing individuals for training and designing computer training content.

Components of Online Shopping Attitude and the Effects of Website Design Characteristics

Although attitude represents a multicomponent construct with cognitive, affective, and behavioural components, the concept of attitude has been applied to online shopping settings as a general concept without accentuating its underlying components. As a result, empirical findings reported in the literature regarding the antecedents and outcomes associated with online shopping attitude have been mixed and inconsistent. To provide better insights into online shopping attitude and its constituent dimensions, this study examines the structure of online shopping attitude and focusses on its cognitive, affective, and behavioural components. Moreover, to empirically test and validate the tripartite structure of online shopping attitude, this study examines the effects of website design characteristics on the three components of online shopping attitude. The results provide ample support for the multicomponent structure of online shopping attitude and offer valuable implications for practice and research in online shopping behaviour.

An Empirical Examination of Knowledge-Sharing Model in Information Systems Groups

Knowledge-sharing represents a key ingredient for group performance and success in work projects. Thus, understanding factors affecting knowledge-sharing in group work settings is critical for group effectiveness and success. Based on organisational behaviour and information systems (IS) literatures, the present study suggests that group efficacy and group cohesion will have direct effects on perceived loafing. In turn, perceived loafing, group efficacy, and group cohesion are posited to have direct effects on a members behavioural intention to share knowledge with other group members. The results revealed that group efficacy and group cohesion had negative effects on perceived loafing which, in turn, demonstrated a negative effect on behavioural intention to share knowledge. Group efficacy and group cohesion demonstrated non-significant direct effects on behavioural intention. These results provide valuable implications for research and practice.