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On the use of extended TAM to assess students' acceptance and intent to use third‐generation learning management systems
Author(s) -
Ros Salvador,
Hernández Roberto,
Caminero Agustín,
Robles Antonio,
Barbero Isabel,
Maciá Araceli,
Holgado Francisco Pablo
Publication year - 2015
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12199
Subject(s) - technology acceptance model , learning management , computer science , flexibility (engineering) , structural equation modeling , container (type theory) , service (business) , point (geometry) , educational technology , multimedia , knowledge management , human–computer interaction , machine learning , mathematics education , engineering , usability , mathematics , statistics , economy , economics , mechanical engineering , geometry
Service‐oriented e‐learning platforms can be considered as a third generation of learning management systems ( LMSs ). As opposed to the previous generations, consisting of ad hoc solutions and traditional LMS , this new technology contemplates e‐learning systems as services that can be integrated into different learning scenarios. This paper shows that the flexibility of these systems allows building personal learning environments and proposes the use of an extended technology acceptance model ( TAM ) to assess the acceptance and intention to use a third generation of LMS . To fit and validate the service‐oriented e‐learning platforms acceptance model, structural equation modeling and path analysis have been implemented. The results point out that the intention to use this third‐generation LMS is determined by the gadgets and container design, both of which are structural elements of this technology. Finally, it is also shown that previous experience does not determine the use intention of this technology.