THE MODERATING EFFECT OF GENDER DIFFERENCES ON LEARNING MANAGEMENT SYSTEMS (LMSS) ACCEPTANCE: A MULTI-GROUP ANALYSIS
Previous literature shows a concern in the education sector regarding the influence of gender differences on users’ attitudes towards learning technologies. The present research aims to extend the Technology Acceptance Model (TAM) in the e-learning context and investigate the effect of gender on te...
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| Format: | Article |
| Language: | English |
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Consiglio Nazionale delle Ricerche (CNR)
2019-04-01
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| Series: | Italian Journal of Educational Technology |
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| Online Access: | https://ijet.itd.cnr.it/article/view/1088 |
| Summary: | Previous literature shows a concern in the education sector regarding the influence of gender differences on users’ attitudes towards learning technologies. The present research aims to extend the Technology Acceptance Model (TAM) in the e-learning context and investigate the effect of gender on technology adoption in a Middle Eastern country. A total of 302 Computer Science undergraduate students at a public university in Iraq took part in the study. In addition to TAM’s variables, perceived satisfaction and e-learning self-efficacy were integrated into the proposed model as direct predictors of behavioral intention towards acceptance of Learning Management Systems (LMSs). Gender divide, on the other hand, was included as a moderator of the relationship between the model constructs. The proposed framework explains substantial variance in behavioral intention (53.1%). Gender differences, however, had only a slight moderating effect on the relationship between e-learning self-efficacy and LMS acceptance. Self-efficacy had a stronger impact on the intention to use LMSs among men than among women. The potential implications of the present research are discussed further.
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| ISSN: | 2532-4632 2532-7720 |