Dimensions of Perceived Usefulness: Toward Enhanced Assessment

Abstract

Students' perceptions about the use of online learning tools have been shown to vary among studies. Their perceptions may have a profound impact on performance in the course and subsequent behavior toward continued use. This article presents a theoretical framework to identify three dimensions of perceived usefulness, namely, performancerelated outcome expectations, personal-related outcome expectations, and intrinsic motivation. Based on the technology acceptance model (TAM), a new expanded model is proposed to capture more details about students' perceptions of an online learning tool. I also examine the relationships of these three dimensions with perceived ease of use, attitudes, and behavioral intentions to use in the context of online technologies used as an integral component of the course requirements. My findings demonstrate the utility of the expanded TAM to distinguish between the influences of the three proposed dimensions. Results also show that, within the context of this study setup, intrinsic motivation had the most influence on intentions and perceived ease of use of the learning tool had relatively little importance. Limitations and implications are offered.

Desirable Characteristics of an Ideal Online Learning Environment

“…In addition, research conducted to confirm this claim has extended the discussion to include online learning environments as well (Daley et al, 2001;Saade, 2007;Saade and Galloway, 2005;Saade et al, 2009). …”

A Preliminary Introduction to the OTAM: Exploring Users’ Perceptions of their on-going Interaction with Adopted Technologies

“…Previous research within multiple scientific disciplines, indicates that interaction is an important variable in users' behavioural adoption strategies, including; acceptance (Jain, Ross & Prabhakar, 2004); learning (Saadé, 2007); satisfaction (McKinney, Yoon & Zahedi, 2002;Lindgaard & Dudek, 2003); persistence of engagement (Hassenplug & Harnish, 1998;; attitude (Bhattacherjee & Premkumar, 2004;Porter & Donthu, 2006); perceptions of quality (Sage, 1991;Barnes & Vidgen, 2006); trust Varlander, 2007); and decision making (Marshall, 2004). Significantly, the PoI context began to prove a rich context for investigating these sociocognitive theories.…”

Untitled

“…Intrinsically motivated users experience pleasure and enjoyment regardless of the external benefits that the UV provides them such as improvement in productivity, compensation, and career progression (Cocosila, Archer, & Yuan, 2007;Venkatesh & Speier, 1999;Deng, Doll, & Troung, 2004;Li & Hsieh, 2007;Saade, 2007). However, HV is still important for users of utilitarian products and organizations that deploy them.…”

“…Issue intrinsic motivators lead to users' greater commitment to using a system (Li & Hsieh, 2007;Venkatesh, Speier, & Morris, 2002;Saade, 2007), which may lead to better performance (Li & Hsieh, 2007). Intrinsically motivated users experience a sense of flow, which refers to feelings of playfulness, enjoyment, and cognitive absorption (Ha, Yoon, & Choi, 2007;Hsu & Lu, 2004;Liu, Liao, & Pratt, 2009;Gerow, Ayyagari, Thatcher, & Roth, 2013).…”