Raafat George Saadé

The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: an extension of the technology acceptance model

Internet-based learning systems are being used in many universities and firms but their adoption requires a solid understanding of the user acceptance processes. Our effort used an extended version of the technology acceptance model (TAM), including cognitive absorption, in a formal empirical study to explain the acceptance of such systems. It was intended to provide insight for improving the assessment of on-line learning systems and for enhancing the underlying system itself. The work involved the examination of the proposed model variables for Internet-based learning systems acceptance. Using an on-line learning system as the target technology, assessment of the psychometric properties of the scales proved acceptable and confirmatory factor analysis supported the proposed model structure. A partial-least-squares structural modeling approach was used to evaluate the explanatory power and causal links of the model. Overall, the results provided support for the model as explaining acceptance of an on-line learning system and for cognitive absorption as a variable that influences TAM variables.

Viability of the "Technology Acceptance Model" in Multimedia Learning Environments: A Comparative Study

In recent years, more and more higher education institutions have interests of integrating internetbased technologies in the classroom as part of the learning environment. Compared to studies on other information technologies, users’ behavior towards this type of systems, however, has not been assessed and understood thoroughly. In order to get more experience about human behaviors on multimedia learning environment, we conducted a comparative study consisting of 362 students, which is almost three times the sample size of the previous study, participating to test the theoretical model. Results suggest that TAM is a solid theoretical model where its validity can extend to the multimedia and e-learning context. The study provides a more intensive view of the multimedia learning system users and is an important step towards a better understanding of the user behavior on the system and a multimedia acceptance model.

Computer Anxiety in E-Learning: The Effect of Computer Self-Efficacy.

It has been reported that as many as fifty percent of adults, including first-year University students, have some sort of computer-related phobia. This report demonstrates that the use of computers still has some unpleasant side effects despite the Internet boom in the past decade. Past research shows that computer anxiety influences how users perceive ease of use of an information system. However, few have investigated the role of computer self-efficacy in mediating computer anxieties on perceived ease of use. Therefore, in this study we base our contribution on the variables of computer self-efficacy and computer anxieties. These two variables are believed to impact an individual’s use of computers and performance for computer-based tasks. Anxiety has been argued to impact computer-based learning by affecting levels of self-efficacy anchored in social learning and outcome expectation theories. Self-efficacy is determined by levels of anxiety such that reduced anxiety and increased experience improves performance indirectly by increasing levels of self-efficacy. In this study, we investigate the influence of computer anxiety on perceived ease of use and the mediating effect of computer self-efficacy on this relationship, within an e-learning context. A survey methodology approach was used in this study using 18 items for 3 constructs (perceived ease of use, anxiety, and self-efficacy). Survey data from 645 university students were analyzed. The psychometric properties of the items and constructs were validated followed by the assessment of mediation of computer self efficacy. Results from the use of a learning management system indicate that computer self-efficacy plays a significant role in mediating the impact of anxiety on perceived ease of use. This role is observed by computer selfefficacy (1) reducing the strength and significance of the impact of anxiety on perceived ease of use and (2) having a strong and significant relationship with computer anxiety. The findings demonstrate the importance of self-efficacy as a mediator between computer anxiety and perceived ease of use of a learning management system (LMS). With the continuous development of richer and more integrated interfaces, anxieties about learning to use the new interface and executing tasks effectively becomes of primary importance. Limitations and suggestions for future research are elaborated.

Mediating the impact of technology usage on perceived ease of use by anxiety

Computerphobic adults including first-year university students have been reported to range from 25% to 50%. Although self-reported computer anxiety has reduced in the past decade, it continues to be a significant issue for many. This is especially true for students of today where the stakes are high when using computers for their course work. Anxiety becomes even more critical when students are taking online courses. Past research has shown that computer experience is a strong predictor of whether or not a user will suffer anxiety symptoms while using a computer. Moreover, a substantial amount of work has been done to study the effect of previous computer experience on anxiety and on ease of use of information technologies using the technology acceptance model. However, few, if any, have investigated the role of anxiety in mediating technology usage experience on perceived ease of use. In this study, technology usage is viewed from two perspectives, the computer and the internet. We study the influence of anxiety in mediating the impact of computer and internet experiences on perceived ease of use. Questionnaire data from 114 university students were analyzed. The context was the use of a quiz tool to practice multiple choice questions. Contrary to most related studies, results indicated that anxiety has no mediating role on the impact of computer experience and perceived ease of use. However, anxiety was shown to present some moderating influence on perceived ease of use.

The Emotional State of Technology Acceptance

Computer-phobic university students are easy to find today especially when it come to taking online courses. Affect has been shown to influence users’ perceptions of computers. Although self-reported computer anxiety has declined in the past decade, it continues to be a significant issue in higher education and online courses. More importantly, anxiety seems to be a critical variable in relation to student perceptions of online courses. A substantial amount of work has been done on computer anxiety and affect. In fact, the technology acceptance model (TAM) has been extensively used for such studies where affect and anxiety were considered as antecedents to perceived ease of use. However, few, if any, have investigated the interplay between the two constructs as they influence perceived ease of use and perceived usefulness towards using online systems for learning. In this study, the effects of affect and anxiety (together and alone) on perceptions of an online learning system are investigated. Results demonstrate the interplay that exists between affect and anxiety and their moderating roles on perceived ease of use and perceived usefulness. Interestingly, the results seem to suggest that affect and anxiety may exist simultaneously as two weights on each side of the TAM scale.

Web-Based Educational Information System for Enhanced Learning, EISEL: Student Assessment

During the last decade, Information Technology (IT) has been the primary force driving the transformation of roles in the education industry. More specifically, the World Wide Web (WWW) and associated technologies provided a new playground with new rules and tools to conduct instruction and create novel approaches to learning. We have seen the application of IT in education in the form of CD-ROMs. With the evolution of the WWW we saw education marketed as long distance learning, web based learner centered environments, internet based learning environments, and self instructed learning. With all the different models used on the web, few have studied their acceptance and their effectiveness on learning. Many educational institutions today have embarked in the development of web based courses. However, they face enormous difficulty in achieving successful strategies including the delivery, effectiveness, and acceptance of the courses. This is mainly due to the fact that the problem of developing a successful web based course involves multiple inter-related dimensions ranging from technology related issues to pedagogical considerations. Davis (1989) proposed a Technology Assessment Model (TAM) to explain user acceptance of technology. The TAM identifies ‘perceived usefulness’ and ‘perceived ease-of-use’ as the antecedents to ‘behavioral intentions’ to use a technology. Extensive attention in previous TAM research dealt with business software in a business context. More effort is required to investi gate research results involving different technologies and user populations. In response, this paper reports on research work that investigated the applicability of a modified version of TAM in explaining students’ acceptance of web based technologies for their courses. The target IT presented herein is a web-based Educational Information System for Enhanced Learning (EISEL). The results of the modified version of TAM are discussed. The technology and user group are new to the IT acceptance and adoption research. The TAM constructs were operationalized in the context of the EISEL. This research is a first attempt (using the first version of EISEL) to understand students’ beliefs and perceptions in relation to using a web based learning tool. Our results suggest that TAM was able to provide a relatively reasonable view of students’ acceptance of EISEL. However, compared with prior TAM studies, it appears that the TAM has weaker utility for explaining students’ intentions in the context of education and learni ng. ‘Perceived usefulness’ was found to have a significant positive influence on intentions to use, but perceived ease of use did not. Furthermore, the influence of ‘perceived ease of use’ on ‘perceived usefulness’, was found to be strong. Overall, these findings suggest that students will not necessarily intend to use EISEL because it is easy to use, but rather perceive that it is easy to use. Then it will help them perform better in the course. This posits a strong positive relationship between ‘perceived ease of use’, ‘per

First impressions last a lifetime: effect of interface type on disorientation and cognitive load

Abstract Today, technology users are faced with a multitude of different interfaces for computer applications, web sites, vehicle navigation, and cellular phones. In most cases, training to use these technologies is minimal or none and is left up to the user to learn the use of the technology at hand. Subsequently, their initial impression, which is dependent on how successful they can achieve simple tasks during their self-directed learning process, plays an important role in their intention to adopt the technology. Many users have trouble learning and remembering information presented on the screen. Disorientation and cognitive loading are two primary cognitive conditions that may be used to learn more about human behavior while using different type of interfaces. This paper presents the results of an experiment on computer user’s behavior while using one of two types of software interfaces: a menu-driven and an icon-based interfaces. Disorientation and cognitive loading theories are used to explain observations. A research model based on the technology acceptance model is used. Results show a strong relationship between performance and perceptions. The mediating effects on the different interfaces on perceptions are evident and significant considering that perceptions have been shown to predict computer user’s attitudes towards their intentions to use a technology. The experiment demonstrated the need to consider standard consistent interfaces when training is not provided.

Meaningful Learning in Discussion Forums: Towards Discourse Analysis

This document presents the analysis of a discussion forum used as a learning component in a ‘management information systems’ university course. By reporting on two macro level measures namely, participation and interaction, we seek to u nderstand the occurrence of any collaborative knowledge-building activities/processes and at the same time work towards discourse analysis. Our analysis is based on the qualitative case study approach. Participation and interaction analysis from student usage of the discussion forum provide some insight into their learning and behavior in a virtu al environment. Students spent time on reading forum discussions, reflecting and planning their co ntribution before posting it in the forum. Moreover, their participation behavior throughout t he semester follows an s-curve, interestingly, typical in adoption theory studies.

Knowledge Management Systems Development: Theory and Practice

The intricate crafting of online educational systems lie within three principal activities: Design of the system, implementation, and proper post-implementation assessment. There is not enough knowledge or experience in all regards. Efficient execution of these three major activities necessitates the use of design and pedagogical models to achieve cost and time efficiency, as well as high pedagogical quality. Models represent a structured approach to analysis and promote quantifiable feedback that can be monitored. Components of an online educational system would benefit from a design process. Similarly, utilization of the online educational system would benefit from a structured approach to design, implementation, and student’s assessment. Following the technology adoption theory, understanding individual’s behavior towards technology usage would focus on instrumental beliefs driving intentions. However, this may not be the case with online educational systems because the context and setup is significantly different from previous technology adoption studies. Therefore, the implementation of an online educational system should be designed based on established pedagogical principles, and once developed the assessment of students’ behavior should be monitored using management information systems methodology. In this paper, we present the design of an online education system, and the experience of the students using the system. A survey methodology approach is followed and assessment results are discussed. The technology acceptance model and the theory of planned behavior were used to identify significant constructs as antecedents to intentions. Scale validation for both models indicates that the operational measures have acceptable psychometric properties. Confirmatory factor analysis supports both models. Structural equation analysis provides evidence for the superiority of the theory of planned behavior in explaining students’ behavior towards educational online systems. Limitation, implications, design recommendations, and suggestions for future research are then discussed.

An experimental study of software agent negotiations with humans

Electronic negotiations allow participants to negotiate online and use analytical support tools in making their decisions. Software agents offer the possibility of automating negotiation process using these tools. This paper aims at investigating the prospects of agent-to-human negotiations using experiments with human subjects. Various types of agents have been configured using the following tactics: individualistic, neutral, yielding, yielding-then-individualistic, and absolute tit-for-tat. These agents were paired up with human counterparts for negotiating product sale. A set of hypotheses has been proposed involving the performance of agents, as well as humans in terms of objective, as well as subjective measures. Overall, the findings speak in favor of agent-managed negotiations. An experiment in software agent - human negotiations is described.Agents employed different negotiation tactics.The negotiation case involving purchase of a computer was used.Subjects were university students.Overall, software agents outperformed human negotiators.