NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1063441
Record Type: Journal
Publication Date: 2007-Jul
Pages: 22
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1540-4595
Dimensions of Perceived Usefulness: Toward Enhanced Assessment
Saadé, Raafat George
Decision Sciences Journal of Innovative Education, v5 n2 p289-310 Jul 2007
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, performance-related 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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A