User acceptance of eGovernment: Integrating risk and trust dimensions with UTAUT model

Taiwo, Ayankunle Adegbite; Mahmood, Ahmad Kamil; Downe, Alan G.

doi:10.1109/iccisci.2012.6297222

Cited by 45 publications

(38 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Instructors' and students' behavioural intentions to use LMS are also a function of certain environmental and social intervention factors. Aside the effectiveness of and easiness to use an information system, end users may only utilize the system after they have been motivated by important others, which later influence their attitude and behaviour (Taiwo & Downe, 2012). The implication is that, instructors and students also rely to a larger extent on the encouragement by these social acquaintances and relevant referent others to make up their final intentions to use LMS for pedagogical and andragogical purposes.…”

Section: Summary and Discussion Of Findingsmentioning

confidence: 99%

A Decade of LMS Acceptance and Adoption Research in Sub-Sahara African Higher Education: A Systematic Review of Models, Methodologies, Milestones and Main Challenges

Bervell

Umar

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

A decade has elapsed since the Learning Management System (LMS) technology permeated its way into higher education in Sub-Saharan Africa (SSA), offering new paradigms of both blended and online mode e-learning delivery. Parallel to other continents, the introduction of LMS stimulated acceptance and adoption intentions among stakeholders in higher education. This necessitated research into faculty members' and students' LMS acceptance and adoption intentions. While some research has been conducted in this dimension, the evidential facts are scattered. There is a need to agglomerate these studies to project a better picture of study patterns and results, to be abreast of the current state of the literature and better direct future research. This study sought to bridge the gap by way of a systematic review of previous studies within a decade of LMS acceptance research in SSA, placing them in contextual paradigms of models, methodologies, milestones, subjects, countries, findings and challenges. Results from a systematic review of 31 studies, revealed key determinants of LMS acceptance/adoption to be Attitude and Perceived Usefulness; followed by Performance Expectancy and Perceived Ease of Use; then lastly Social Influence. Major challenges to LMS implementation identified were ICT infrastructure; LMS usage skills and training; LMS system quality, LMS use policy and management support. TAM1 was the dominant model employed and students were the main subject of studies. Moreover, quantitative approach was the preferred design with Regression as the main statistical tool used for data analysis. The study recommended among others that more UTAUT or TAM3 based studies employing mixed method design with instructors as subjects, using structural equation modelling analysis are needed in SSA LMS research. Leadership and top management of higher education institutions should focus more on ICT infrastructure, LMS usage skills/training, LMS quality related issues, support and ICT policy formulation.

show abstract

Section: Summary and Discussion Of Findingsmentioning

confidence: 99%

A Decade of LMS Acceptance and Adoption Research in Sub-Sahara African Higher Education: A Systematic Review of Models, Methodologies, Milestones and Main Challenges

Bervell

Umar

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Based on the assessment held, the researcher derived the MOOC acceptance key factors; this includes the perceived usefulness, attitude, and social influence, tailed by performance and effort expectancy, perceived ease of use, and facility condition. Based on this, the use of the UTAUT model is found effective concerning the use of the latest technology [27], [28]. To assess students' perceptions concerning acceptable behavior.…”

Section: Utautmentioning

confidence: 99%

Towards Understanding the Students’ Acceptance of MOOCs: A Unified Theory of Acceptance and Use of Technology (UTAUT)

Altalhi¹

2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Massive Open student’s courses (MOOC) have stimulated the efforts made for improving the learning techniques and enhancing it the spectrum for students learning. Unfortunately, the acceptance of MOOC as a learning instrument re-mained low, which is perceived as an entertainment tool rather than an academic tool, particularly in developing countries. The study evaluated the student’s adap-tation of MOOC as an academic tool. It developed an understanding of the asso-ciated factors which impact the students’ decision towards utilizing MOOC as a learning instrument. It initially investigated the constructs of the native UTAUT, subsequent to which is derived theory from the literature, amplifying the UTAUT theory scope by instigating e-learning factors associated with MOOC, such as at-titude and self-efficacy. Based on the established framework, a survey was con-ducted where 150 MOOCs’ students were recruited. The collected data were sta-tistically analyzed using SPSS. The results showed that acceptance of the MOOCs was substantially affected by its performance expectancy, effort expec-tancy, social influence, self-efficiency, attitude, and facilitating conditions. It also suggested that efforts should be introduced to promote the use of MOOCs among the academic institutes in Saudi Arabia.

show abstract

“…believe they should use a particular technology" (p.159). In the words of Taiwo and Downe (2012), "besides an effective and easy to use information system, end-users might not be obliged to use the system until they are motivated by important others (people) that can influence their attitude and behaviour. They opined that with the way peoples' lives are moulded around role models … an encouragement by such important referent others to use the system can motivate potential users to accept an information system" (Taiwo, Downe & Mahmood, 2013 p.54).…”

Section: Original Utaut Linear Relationshipsmentioning

confidence: 99%

Validation of the UTAUT Model: Re-Considering Non-Linear Relationships of Exogeneous Variables in Higher Education Technology Acceptance Research

Bervell

Umar

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

Over the years, The Unified Theory of Acceptance and Use of Technology (UTAUT) has served many researchers in unravelling technology acceptance intentions. What has become a chasm in the literature has been the seeming exclusion of non-linear relationships of UTAUT exogeneous variables (Performance Expectancy, Effort Expectancy, Social Influence and Facilitating Conditions) in model formation and the overall determination of construct predictive relationships. Secondly, there is a dearth in technology acceptance research in distance-based higher education settings. In an attempt to bridge these gaps, this study adopted the UTAUT model and utilized the Partial Least Squares approach to evaluate a combined linear and non-linear relationships based UTAUT model. The survey design was employed in which a questionnaire was used to obtain data from a sample of 267 respondents (tutors) from a distance-based higher education milieu with a countrywide distribution. Results obtained indicated that non-linear relationships exist between exogeneous factors to better explain constructs' behaviour in the model. A new relationship between facilitating condition and social influence was also discovered. The study thus concluded that in technology acceptance research, there is the need to include non-linear relationships in the UTAUT model to augment the predictive effects and explanations of the constructs' relationships. It further recommended a comparative analysis between a proposed comprehensive UTAUT model with non-linear relationships and moderators to the original UTAUT model for further empirical analysis. This is to compare results in terms of coefficient of determination (R 2 ) and predictive relevance (Q 2 ).

show abstract

User acceptance of eGovernment: Integrating risk and trust dimensions with UTAUT model

Cited by 45 publications

References 11 publications

A Decade of LMS Acceptance and Adoption Research in Sub-Sahara African Higher Education: A Systematic Review of Models, Methodologies, Milestones and Main Challenges

A Decade of LMS Acceptance and Adoption Research in Sub-Sahara African Higher Education: A Systematic Review of Models, Methodologies, Milestones and Main Challenges

Towards Understanding the Students’ Acceptance of MOOCs: A Unified Theory of Acceptance and Use of Technology (UTAUT)

Validation of the UTAUT Model: Re-Considering Non-Linear Relationships of Exogeneous Variables in Higher Education Technology Acceptance Research

Contact Info

Product

Resources

About