Factors affecting the intention to use Facebook to support problem-based learning among employees in a Taiwanese manufacturing company

Yang, Shu Ching; Lin, Chien-Ku

doi:10.5897/ajbm11.1191

Cited by 24 publications

(7 citation statements)

References 51 publications

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“…Previous research also showed that perceived enjoyment increased students' intention to use e-learning (e.g. Cheng, 2012;Yang & Lin, 2011;Zare & Yazdanparast, 2013).…”

Section: Perceived Enjoymentmentioning

confidence: 83%

Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors

Abdullah

Ward

2016

Computers in Human Behavior

710

561

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To identify the most commonly used external factors of Technology Acceptance Model (TAM) in the context of e-learning adoption, a quantitative meta-analysis of 107 papers covering the last ten years was performed. The results show that Self-Efficacy, Subjective Norm, Enjoyment, Computer Anxiety and Experience are the most commonly used external factors of TAM. The effects of these commonly used external factors on TAM's two main constructs, Perceived Ease of Use (PEOU) and Perceived Usefulness (PU), have been studied across a range of e-learning technology types and elearning user types. The results show that the best predictor of student's PEOU of e-learning systems is Self-Efficacy (β=0.352), followed by Enjoyment (β=0.341), Experience (β=0.221), Computer Anxiety (β=-0.199) and Subjective Norm (β=0.195). The best predictor of student's PU of e-learning systems is Enjoyment (β=0.452), followed by Subjective Norm (β=0.301), Self-Efficacy (β=0.174) and Experience (β=0.169). Using these external factors and their effect sizes on PEOU and PU, this study proposes a General Extended Technology Acceptance Model for E-Learning (GETAMEL).

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“…Previous research also showed that perceived enjoyment increased students' intention to use e-learning (e.g. Cheng, 2012;Yang & Lin, 2011;Zare & Yazdanparast, 2013).…”

Section: Perceived Enjoymentmentioning

confidence: 83%

Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors

Abdullah

Ward

2016

Computers in Human Behavior

710

561

View full text Add to dashboard Cite

show abstract

“…A user's own perceived abilities have been shown to affect attitudes towards technology in terms of selfefficacy (Abbad et al, 2009;Al-Gahtani, 2014;Chen et al, 2007;Cheng, 2011;Lee, 2006;Motaghian et al, 2013;Shen & Eder, 2009;Yang & Lin, 2011), internet experience (Abbad et al, 2009), andcomputer anxiety (Al-Gahtani, 2014). Whereas self-efficacy is "a person's judgement of what one can do with whatever skills one possesses" (Bandura, 1986, p. 391), and internet experience is an objective measure related to one's usage history, user anxieties are related to the affective axis and more about how the user feels.…”

Section: Perceived Anxiety (Pa)mentioning

confidence: 99%

Exploring the specification of educational compatibility of virtual reality within a technology acceptance model

Kemp

Palmer

Strelan

et al. 2022

AJET

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This study investigated the specification of educational compatibility within a technology acceptance model (TAM) suited to engaging educational technologies. Attitudes towards virtual reality (VR) for learning was used to test the experimental model. One hundred and seventy-nine valid survey responses were collected from 517 potential participants with the majority from first-year university students. The independent variables were educational compatibility, cognitive engagement, social influence, system attributes, perceived anxiety and facilitating conditions. Exploratory factor analysis showed that educational compatibility and attitude were collinear, and therefore were combined into one construct. Confirmatory factor analysis indicated that the combined educational compatibility-attitude construct and perceived usefulness were not discriminant. Two structural models were therefore compared: one where educational compatibility-attitude items were incorporated within perceived usefulness, and another where educational compatibility-attitude items were excluded entirely. The results showed that incorporating educational compatibility-attitude items within perceived usefulness affected the influence of cognitive engagement and system attributes on perceived usefulness, though overall model power was unchanged. The results suggested that (a) educational compatibility and attitude could be redundant, and (b) incorporating educational compatibility into perceived usefulness may help specify educationally focused TAMs. Implications for practice or policy: Researchers may regard educational compatibility and attitude to be redundant and exclude them from TAMs as separate constructs. Researchers could consider tailoring the perceived usefulness construct to make it more specific to the educational context, for example by including one or more educational compatibility items.

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“…Using Webster and Martocchio's framework, various researchers used playfulness as an intrinsic motivation construct added to the basic TAM model in their studies (Atkinson & Kydd, 1997;Moon & Kim, 2001;Venkatesh, 2000). These two elements of intrinsic motivation are found to affect adoption and continued use of new technologies (Teo, Lim, and Lai 1999;Koufaris 2002;Oum and Han 2011;Heijden 2004;Agrifoglio and Black 2012;Yang and Lin 2011;Davis, Bagozzi, and Warshaw 1992;Atkinson and Kydd 1997;Moon and Kim 2001;Thong, Hong, and Tam 2006;Barnes 2011;Leng and Lada 2011;Lee, Xiong, and Hu 2012;Hsu and Lin 2008). In line with previous studies "enjoyment" and "playfulness" are used as constructs for measuring intrinsic motivation of individuals in this study.…”

Section: Underlying Theoriesmentioning

confidence: 99%

Adoption of Gamified Systems

Aydın

2015

International Journal of Online Marketing

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This study aims to understand the factors affecting the attitude towards and adoption of gamified systems, which are receiving increasing interest worldwide as they can be used for attitude change and increasing user engagement in a wide range of areas. Whether individuals use these systems because they consider them useful or if there are other motivational factors deemed important are analysed. Considering the gamification applications as new technology applications, an extended technology acceptance model (TAM) is used based on existing literature to explain attitude formation and adoption of gamified systems. An online survey is carried out on a social networking gamification website (EmpireAvenue.com) and the collected data is analysed using partial least squares structural equation modelling (PLS-SEM). The findings indicate that extended TAM incorporating intrinsic motivation elements (enjoyment and playfulness) is able to explain attitudes towards and continued use intention for a gamified system.

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Factors affecting the intention to use Facebook to support problem-based learning among employees in a Taiwanese manufacturing company

Cited by 24 publications

References 51 publications

Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors

Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors

Exploring the specification of educational compatibility of virtual reality within a technology acceptance model

Adoption of Gamified Systems

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