Extension of Technology Acceptance Model by using System Usability Scale to assess behavioral intention to use e-learning
This research addresses the challenge of improving e-learning adoption for students and developers, but it is incremental as it builds on existing models without introducing a new paradigm.
The study tackled the problem of understanding student acceptance of e-learning systems by extending the Technology Acceptance Model with the System Usability Scale, finding that social norm, system access, and self-efficacy significantly affect behavioral intention to use, with results confirmed in most hypotheses based on data from 345 university students.
This study examines the acceptance of technology and behavioral intention to use learning management systems (LMS). In specific, the aim of this research is to examine whether students ultimately accept and use educational learning systems such as e-class and the impact of behavioral intention on their decision to use them. An extended version of technology acceptance model has been proposed and used by employing the System Usability Scale to measure perceived ease of use. 345 university students participated in the study and the data analysis was based on partial least squares method. The results were confirmed in most of the research hypotheses. In particular, social norm, system access and self-efficacy significantly affect behavioral intention to use. As a result, it is suggested that e-learning developers and stakeholders should focus on these factors to increase acceptance and effectiveness of learning management systems.