Pre-service teachers’ intention to use learning management system: an integration of UTAUT and TAM

Abstract

Purpose This paper aims to develop and test a research model to explore the factors that influence pre-service teachers’ intention to use learning management system (LMS). Design/methodology/approach A cross-section study was conducted. A survey questionnaire was used to collect data from participants. The total number of participants was 361 pre-service teachers. Partial least square structural equation model was used to analyze the data. Findings The findings of this study found that the research model explained approximately 43% of the variance in behavioral intention. Also, the findings revealed that attitude and social influence had an effect on behavioral intention to use technology, but the facilitating condition had no effect on behavior intention to use technology. Finally, performance expectancy, effort expectancy and social influence had an effect on attitude while facilitating condition had no effect on attitude. Originality/value In technology acceptance research, unified theory of acceptance and use of technology (UTAUT) and technology acceptance model (TAM) have been broadly designed and empirically tested to elucidate the determinants that impact users’ intention to operate technology in the developed world. However, research on the validation of TAM and UTAUT to explain the determinants that influence preservice teachers’ intention to use a LMS in developing countries is insufficient. Therefore, it is important to evaluate the efficacy of the integrated model of TAM and UTAUT to explain preservice teachers’ intention to use technology and explore the influential determinants that explain preservice teachers’ intention to use LMS.

University Accounting Students and Faculty Members Using the Blackboard Platform during COVID-19; Proposed Modification of the UTAUT Model and an Empirical Study

“…Consequently, self-efficacy is deemed to be a critical predictor of the behavioural intention to use Blackboard. Nevertheless, other studies do contradict this finding, because they claim there is no association between effort expectancy and behavioural intention [93][94][95][96]. Nonetheless, according to Venkatesh et al (2003) [34], who developed the original UTAUT model, their study confirmed that self-efficacy was a significant predictor of behavioural intention when using technology; their finding backs up what is reported here.…”

“…The finding concerning facilitating conditions is that it they do not impact on behavioural intention and, in fact, contradict the conclusions of other research, for example Mallat et al (2008) [70]. There is some agreement with more recent work [90,[93][94][95]97]. Facilitating conditions are concerned with technical support, provision of technology, etc., but, alone, might not be enough to motivate people to accept the technology.…”

Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic

“…Teachers' pedagogical beliefs play a key role in their pedagogical decisions about how to integrate technology into their classroom practices and how to do so [54]. Some research shows that when teachers present high levels of technological acceptance with an LMS, the possibility of using it increases [18,24,25], evidence that supports H1. In addition, it has also been shown that teachers' beliefs can intervene in the educational experiences and performance of students during the development of their courses [55], evidence that we seek to deepen with H2 and H3.…”

“…In the case of university teachers, some studies on TAM report that the measurement and evaluation of this model is beneficial for the prediction of teachers' intentions of implementing learning management systems [24,25]. In the same context, recent reports regarding the use of LMS in higher education institutions, in which responses from both students (n = 584) and teachers (n = 42) were analyzed, reported different perceptions between students and teachers regarding the use of LMS, so particular research is necessary considering the type of user [25].…”

“…Therefore, a teacher who perceives the LMS as easy to learn will positively integrate virtual tools into his or her pedagogical practices, which will positively impact student learning. Thus, in the institutional choice of the LMS, it is essential to consider the simplicity of the interface that teachers will face for the development of the educational task since the ease of user interaction with the interface plays a fundamental role in teachers' perception of the platform [24,25].…”